Study visits catalogue

2012/13
Katalog studijnch pobyt Katalog over studiebesg Studienbesuche: Katalog ppelhetuste kataloog Catlogo de las Visitas de Estudio Catalogue des visites dtude Clr Cuairte Staidir Catalogo visite di studio Mcbu braucienu katalogs Mokomj vizit katalogas Tanulmnyt katalgus jarat ta Studju Katalgu Catalogus voor Studiebezoeken Katalog wizyt studyjnych Catlogo das visitas de estudo Programul vizitelor de studii Katalg tudijnch nvtev Katalog tudijskih obiskov za leto Luettelo opintomatkoista Studiebeskskatalogen

Luxembourg: Publications Office of the European Union, 2012

The European Centre for the Development of Vocational Training (Cedefop) is the European Unions reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.

Europe 123, GR-570 01 Thessaloniki (Pylea), GREECE PO Box 22427, GR-551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: info@[Link] [Link]

Cedefop Study Visits Tel. +30 2310490154, Fax +30 2310490044 E-mail: studyvisits@[Link] [Link]

Christian F. Lettmayr, Acting Director Hermann Nehls, Chair of the Governing Board

A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server ([Link] Cataloguing data can be found at the end of this publication. Luxembourg: Publications Office of the European Union, 2012 ISBN 978-92-896-0919-7 ISSN 1831-4171 doi: 10.2801/81033 All rights reserved. European Centre for the Development of Vocational Training, 2012

Designed by Fotone Greece

Printed in the European Union

CATALOGUE 2012/13 1

About the study visits programme

The study visits programme for education and vocational training specialists and decision makers, part of the lifelong learning programme 2007-13 (LLP), is an initiative of the European Commissions Directorate-General for Education and Culture. Its objective is to support policy development and cooperation at European level in lifelong learning, notably in the context of the Lisbon process and the education and training agenda 2020 (E&T2020), as well as the Bologna and Copenhagen processes and their successors. As from 1 January 2008, Cedefop (European Centre for the Development of Vocational Training) coordinates, on behalf of the European Commission, the study visits for education and vocational training specialists and decision-makers from 2008 to 2013. A study visit is a short-term visit of three to five days for a small group of specialists and decision-makers representing various groups of education and vocational training. They are stakeholders who want to examine a particular aspect of lifelong learning in another country. The profile of a participant corresponds mainly to one of the following categories: company training managers; directors of education and vocational training institutions, centres or providers; directors of guidance centres; directors of validation or accreditation centres; educational and vocational training inspectors; head teachers, teacher trainers; heads of departments; human resource managers; owners/managers of SMEs; pedagogical or guidance advisers; representatives of chambers of commerce/ industry/crafts; representatives of education and training networks and associations; representatives of educational services, labour offices or guidance centres; representatives of employers organisations; representatives of local, regional and national authorities; representatives of trade unions; researchers. The groups usually consist of 10 to15 participants. Study visits are organised locally or regionally and coordinated by the National Agency. They provide a forum for discussion, exchange and learning on themes of common interest and on European and national priorities. By exchanging innovative ideas and practices, participants promote the quality and transparency of their education and training systems. HOW TO APPLY If you want to participate in a visit, please contact your National Agency to check eligibility and other procedures. They evaluate and select candidates, and also provide any further information or clarification. A list of contact persons in your country is available online at: [Link] .

2 CEDEFOP STUDY VISITS

Read the catalogue carefully. Having selected the visits you are interested in, you will have to submit an application online at: [Link] . Please note that there will be two application rounds in 2012/13. For study visits taking place from September 2012 to February 2013, you can apply by 30 March 2012 and for study visits taking place from March to June 2013, you can apply by 12 October 2012. HOW TO USE THIS CATALOGUE This catalogue comprises the study visits that will take place from September 2012 to June 2013 exploring the themes from three different perspectives: general education (in the catalogue - the general education type); vocational education and training (the VET type); comprehensive lifelong learning (the mixed type). Descriptions of the visits on education, vocational education and training and lifelong learning have been submitted by the national agencies of the participating countries specifically for this catalogue. Study visits will be organised around 5 categories of themes (mentioned below), which reflect and encompass the latest policy developments in education and training in Europe: 1. Encouraging cooperation between the worlds of education, training and work 2. Supporting initial and continuous training of teachers, trainers and education and training institutions managers 3. Promoting acquisition of key competences throughout the education and training system 4. Promoting social inclusion and gender equality in education and training, including integration of migrants 5. Developing strategies for lifelong learning and mobility In Annex (pp. 300 311), you will find descriptions for each of the categories that present the European context and latest developments on the theme, highlight aspects for approaching the theme by study visits and provide a list of reference sources. It also defines possible topics for study visits and keywords for each category of theme. This catalogue has been designed to allow you to choose the visits that suit your professional interests and schedules best. Study visits are classified by theme in chronological order, divided into two rounds: September 2012 to February 2013 and March to June 2013. The summary table (overview) allows you to find a visit quickly according to several criteria: category of theme, topic, round and date, country, working language and the page on which the content of the visit is described. You can use more search possibilities in the online version of this catalogue at: [Link] . HOW TO USE THE DESCRIPTION PAGE The description of a study visit contains information on its content and objectives and the socio-economic context of its specific country or region. Each description contains the following information:

CATALOGUE 2012/13 3

toPIC

Economic sector, if applicable

Title of visit
group No: xx
Round You can choose between visits that take place either in the first or the second application round.

CategoRy of themes: The visits in 2012/2013 will be organised around five categories of themes which are broad and cover the most important education and vocational training policies WHY? This section provides the general background or the socio-economic context in which the visit will take place. WHAT? In this section the organisers describe the main objectives and learning outcomes for the group. HOW? This section outlines the main activities through which the organisers plan to achieve the objectives of the visit. WHOM? This section describes who is expected to apply for the visit. shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage: This section contains a short description of the study visit in the language of the host country.

You can choose between the visits that examine the themes from either a general education or vocational education and training perspective, or from a lifelong learning perspective.

type of visit:

Dates of the visit dd/mm/yyyy Venue, host country Working language:

The working language of the visit

Number of places in a group Minimum number of participants for a visit to take place

Number of places:

minimum required:

Keywords:
Keywords will help to better identify the focus of the visit.

organiser(s): The contact details of the organisers. You will be able to contact them for any additional information on the visit.

WWW.
this section includes links to websites recommended by the organisers where you can find additional information on the theme and places of the visit.

4 CEDEFOP STUDY VISITS

propos du programme de visites dtude

Le programme de visites dtude pour spcialistes et dcideurs de lducation et de la formation professionnelle, qui constitue lun des volets du programme pour lducation et la formation tout au long de la vie 2007-2013, est une initiative de la Direction gnrale ducation et culture de la Commission europenne. Il vise soutenir llaboration des politiques et la coopration en matire dducation et de formation tout au long de la vie au niveau europen, notamment dans le contexte du processus de Lisbonne et du cadre stratgique ducation et formation 2020, ainsi que des processus de Bologne et de Copenhague et de leurs successeurs. compter du 1er janvier 2008, le Cedefop (Centre europen pour le dveloppement de la formation professionnelle), agissant au nom de la Commission, coordonne les visites dtude pour spcialistes et dcideurs de lducation et de la formation professionnelle se droulant de 2008 2013. Une visite dtude est une visite de courte dure (entre trois et cinq jours) ralise par un petit groupe de spcialistes et de dcideurs reprsentant diffrents groupes dducation ou de formation professionnelle. Il sagit de parties prenantes dsireuses danalyser un aspect particulier de lducation et de la formation tout au long de la vie dans un autre pays participant. Le profil des participants correspond essentiellement lune des catgories suivantes: responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, directeurs de centres de validation, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, chefs de dpartements, responsables des ressources humaines, propritaires/administrateurs de PME, conseillers pdagogiques ou dorientation, reprsentants de chambres de commerce/dindustrie/dartisanat, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants dorganisations demployeurs, reprsentants des autorits locales, rgionales et nationales, reprsentants des syndicats, chercheurs, autres. Les groupes se composent habituellement de 10 15 participants. Les visites dtude sont organises au niveau local ou rgional et coordonnes par lAgence nationale. Elles servent de cadre des discussions, des changes et autres rflexions sur des sujets dintrt commun ainsi que sur les priorits europennes et nationales. En changeant des ides et des pratiques innovantes, les participants stimulent la qualit et la transparence de leurs systmes dducation et de formation. COMMENT POSER SA CANDIDATURE Si vous souhaitez participer une visite, veuillez prendre contact avec votre Agence nationale afin de vrifier si vous remplissez les conditions requises et de connatre les autres procdures ncessaires. Cette agence value et slectionne les candidats, tout en leur offrant des

CATALOGUE 2012/13 5

informations complmentaires ou des prcisions. La liste des personnes de contact dans votre pays est disponible ladresse suivante: [Link] Veuillez lire le catalogue attentivement. Lorsque vous aurez slectionn les visites qui vous intressent, vous devrez poser votre candidature en ligne: [Link] [Link]. Veuillez noter quil y aura deux phases de candidatures en 2012/2013: pour les visites dtude se droulant de septembre 2012 fvrier 2013, vous pouvez poser votre candidature jusquau 30 mars 2012; pour les visites dtude se droulant de mars juin 2013, vous pouvez poser votre candidature jusquau 12 octobre 2012. COMMENT UTILISER CE CATALOGUE Ce catalogue comprend les visites dtude se droulant de septembre 2012 juin 2013 dans le cadre desquelles les sujets seront examins de trois points de vue diffrents: ducation gnrale (dans le catalogue le type ducation gnrale); enseignement et formation professionnels (le type EFP); ducation et formation tout au long de la vie (le type mixte). Les descriptions des visites orientes sur lducation, sur la formation et lenseignement professionnels et sur lducation et la formation tout au long de la vie ont t soumises par les agences nationales des pays participants spcifiquement pour ce catalogue. Les visites dtude sarticulent autour de cinq catgories thmatiques (mentionnes ci-aprs) qui refltent et couvrent les vnements les plus rcents concernant les politiques de lducation et de la formation en Europe: 1. Encourager la coopration entre les mondes de lducation, de la formation et du travail 2. Soutenir la formation initiale et continue des enseignants, des formateurs et des chefs dtablissements denseignement et de formation 3. Encourager lacquisition de comptences cls dans tout le systme dducation et de formation 4. Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants 5. Concevoir des stratgies pour lducation et la formation tout au long de la vie et la mobilit Vous trouverez ci-joint en annexe (p. 312-325) une description de chaque catgorie thmatique, prsentant le contexte europen, les derniers dveloppements dans le domaine, expliquant comment couvrir le thme dans le contexte de la visite dtude, le tout accompagn dune liste de sources de rfrence. Vous y trouverez galement des suggestions de sujets de visites dtude ainsi que des mots cls sur chaque catgorie thmatique. Ce catalogue a t conu pour vous permettre de choisir une visite qui corresponde le mieux vos intrts professionnels ainsi qu votre emploi du temps. Les visites dtude sont classes par thme et par ordre chronologique, et sont divises en deux phases: septembre 2012 fvrier 2013, et mars juin 2013. Le tableau synoptique vous permet de slectionner rapidement une visite selon plusieurs critres (catgorie thmatique, sujet, phase et date, pays, langue de travail) et renvoie la page qui en prsente le contenu. Des possibilits de recherche complmentaires vous sont proposes dans la version en ligne de ce catalogue: [Link] . COMMENT UTILISER LA PAGE DE DESCRIPTION La description des visites dtude contient des informations sur leur contenu et leurs objectifs, de mme que sur le contexte socioconomique du pays ou de la rgion concerns. Chaque description contient les informations suivantes:

6 CEDEFOP STUDY VISITS

sUJet

Secteur conomique, le cas chant

Titre de la visite
Numro de groupe: xx
Phase Vous pouvez choisir entre les visites se droulant au cours de la premire ou de la seconde phase de candidature.

CatgoRIe thmatIqUe: Les visites en 2012/2013 seront organises autour de cinq grands thmes couvrant les principales politiques dducation et de formation professionnelle. POURQUOI? Cette section prsente le cadre gnral ou le contexte socioconomique dans lequel la visite doit aura lieu. QUOI? Dans cette section, les organisateurs dcrivent les principaux objectifs et rsultats dapprentissage de la visite. COMMENT? Cette section dtaille les principales activits grce auxquelles les organisateurs prvoient datteindre les objectifs de la visite. QUI? Cette section dcrit les personnes susceptibles de poser leur candidature pour la visite. BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL: Cette section contient une brve description de la visite dtude dans la langue du pays daccueil.

type de visite:
Vous avez le choix entre les visites qui examinent les thmes du point de vue de lducation gnrale, de lenseignement et la formation professionnels ou de lducation et de la formation tout au long de la vie.

Dates de la visite jj/mm/aaaa Lieu, pays daccueil Langue de travail:

Langue de travail de la visite

Nombre de places:
Nombre de places dans le groupe

minimum requis:

Nombre minimal de participants pour quune visite ait lieu

mots cls:
Le but est daider les participants mieux identifier le sujet de la visite.

organisateur(s): Coordonnes des organisateurs. Vous pourrez les contacter pour toute information complmentaire sur la visite.

WWW.
Cette section contient des liens vers des sites web recommands par les organisateurs o vous trouverez des informations complmentaires sur le thme et les lieux de la visite.

CATALOGUE 2012/13 7

Das Studienbesuchsprogramm
Das Studienbesuchsprogramm fr Bildungs- und Berufsbildungsfachleute und Entscheidungstrger ist eine Initiative der Generaldirektion Bildung und Kultur der Europischen Kommission und als solche Teil des Programms fr lebenslanges Lernen (2007-2013). Ziel des Studienbesuchsprogramms ist es, die Erarbeitung politischer Manahmen und die europische Zusammenarbeit beim lebenslangen Lernen zu untersttzen, insbesondere im Kontext des Lissabon-Prozesses und des Arbeitsprogramms Allgemeine und berufliche Bildung 2020 (E&T 2020), sowie des Bologna-und des Kopenhagen-Prozesses und deren Nachfolgeinitiativen. Ab dem 1. Januar 2008 wird das Cedefop von 2008 bis 2013 im Auftrag der Kommission die Studienbesuche fr Bildungs- und Berufsbildungsfachleute und Entscheidungstrger koordinieren. Ein Studienbesuch besteht darin, dass eine kleine Gruppe von Experten und Entscheidungstrgern, die verschiedene Bildungs- und Berufsbildungsgruppen vertreten, drei bis fnf Tage einen Mitgliedstaat der EU besucht, um dort einen bestimmten Aspekt des lebenslangen Lernens zu untersuchen. Die Teilnehmer lassen sich zumeist einer der folgenden Kategorien zuordnen: Bildungsbeauftragte in Unternehmen; Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern; Leiter von Berufsberatungszentren; Leiter von Validierungs- oder Akkreditierungszentren; Bildungs- und Berufsbildungsinspektoren; Schulleiter, Lehreraus- und -fortbilder; Abteilungsleiter; Personalbeauftragte; Inhaber/Geschftsfhrer von kleinen und mittleren Unternehmen; Bildungs- oder Berufsberater; Vertreter der Industrie- und Handelskammern sowie der Handwerkskammern; Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen; Vertreter von Bildungsdienstleistern, Arbeitsmtern/-agenturen oder Beratungszentren; Vertreter von Arbeitgeberorganisationen und Interessenvereinigungen; Vertreter von rtlichen, regionalen und nationalen Behrden; Vertreter von Arbeitnehmerorganisationen und Interessenvereinigungen; Forscher. Die Gruppen bestehen blicherweise aus zehn bis fnfzehn Teilnehmern. Studienbesuche werden lokal oder regional organisiert und von der jeweiligen Nationalen Agentur koordiniert. Sie bieten ein Forum, in dem Themen von allgemeinem Interesse sowie europischer und nationaler Prioritten errtert und Lernmglichkeiten geboten werden. Durch den Austausch von innovativen Ideen und Verfahrensweisen frdern die Teilnehmer die Qualitt und Transparenz ihrer Bildungs- und Berufsbildungssysteme. WIE SIE SICH BEWERBEN KNNEN Wenn Sie an einem Besuch teilnehmen mchten, wenden Sie sich bitte an Ihre Nationale Agentur, um u. a. Ihre Frderfhigkeit prfen zu lassen. Die Agentur prft die Antrge, whlt Kandidaten aus, erteilt Ausknfte und klrt Fragen. Eine Liste von Ansprechpartnern in Ihrem Land knnen Sie online abrufen unter: [Link]

8 CEDEFOP STUDY VISITS

Lesen Sie den Katalog aufmerksam durch. Nachdem Sie sich fr Besuche entschieden haben, die fr Sie interessant sind, knnen Sie sich online bewerben unter: [Link] Bitte beachten Sie, dass es fr 2012/2013 zwei Antragsrunden gibt: Fr Studienbesuche, die zwischen September 2012 und Februar 2013 stattfinden, knnen Sie sich bis zum 30. Mrz 2012 bewerben, und fr Studienbesuche, die von Mrz bis Juni 2013 stattfinden, knnen Sie sich bis zum 12. Oktober 2012 bewerben. WIE SIE DIESEN KATALOG BENUTZEN Dieser Katalog enthlt die Studienbesuche, die zwischen September 2012 und Juni 2013 stattfinden. Diese sind drei Rahmenthemen zugeordnet: Allgemeinbildung (im Katalog Typ Allgemeinbildung); Berufsbildung (Typ Berufsbildung); umfassendes lebenslanges Lernen (Mischtyp). Die Beschreibungen der Besuche zur Bildung, Berufsbildung und zum lebenslangen Lernen wurden von den Nationalen Agenturen der teilnehmenden Lnder speziell fr diesen Katalog eingereicht. Die Studienbesuche sind nach fnf Themen gegliedert (nachstehend aufgefhrt), die die jngsten politischen Entwicklungen im Bereich der Bildung und Berufsbildung in Europa widerspiegeln und erfassen: 1. Frderung der Zusammenarbeit zwischen allgemeiner und beruflicher Bildung und Arbeitswelt; 2. Untersttzung der Erstausbildung und Weiterbildung von Lehrkrften, Ausbildern und Leitern von Einrichtungen der allgemeinen und beruflichen Bildung; 3. Frderung des Erwerbs von Schlsselkompetenzen im gesamten System der allgemeinen und beruflichen Bildung; 4. Frderung der sozialen Eingliederung und der Gleichstellung der Geschlechter in der allgemeinen und beruflichen Bildung, einschlielich der Integration von Migranten; 5. Entwicklung von Strategien fr lebenslanges Lernen und Mobilitt. In der Anlage (S. 326 339) finden Sie Erluterungen zu den Themenbereichen (europischer Kontext, jngste Entwicklungen, Aspekte, wie man das jeweilige Thema in einem Studienbesuch angehen kann), eine Liste der wichtigsten Quellen sowie konkrete Themenvorschlge fr Besuche und Schlsselwrter zu jedem Thema. Dieser Katalog soll Ihnen helfen, Besuche auszuwhlen, die Ihren beruflichen Interessen und Ihren terminlichen Vorstellungen am ehesten entsprechen. Die Studienbesuche sind nach Rahmenthemen geordnet und dann in chronologischer Reihenfolge aufgefhrt unter Bercksichtigung der zwei Runden: September 2012 bis Februar 2013 und Mrz bis Juni 2013. Die Tabelle mit der Zusammenfassung (berblick) erlaubt es Ihnen, einen Besuch anhand verschiedener Kriterien schnell zu finden: Themenbereiche, Themen, Runde und Datum, Land, Arbeitssprache und Seite, auf der der Besuch beschrieben wird. In der Online-Version dieses Katalogs knnen Sie weitere Suchkriterien anwenden. Sie finden den Katalog unter: [Link] . WIE DIE SEITE MIT DER BESCHREIBUNG ZU VERSTEHEN IST Die Beschreibung eines Studienbesuchs enthlt Informationen ber den Inhalt und die Ziele des Besuchs sowie ber den soziokonomischen Kontext des jeweiligen Landes oder der Region. Jede Beschreibung enthlt die folgenden Informationen:

CATALOGUE 2012/13 9

thema

Wirtschaftssektor, falls zutreffend

Titel des Besuchs

gruppennummer: xx
antragsrunde Group No: 32 Sie knnen Besuche aussuchen, die entweder in der ersten Round 1 oder der zweiten Antragsrunde stattfinden.

themeNBeReIChe: Die Besuche 2012/2013 sind acht breit gefassten Themenbereichen zugeordnet, die die wichtigsten Politiken auf dem Gebiet der allgemeinen und beruflichen Bildung widerspiegeln. WARUM? Dieser Abschnitt enthlt den allgemeinen Hintergrund oder den soziokonomischen Kontext, in dem der Besuch stattfindet. WAS? In diesem Abschnitt beschreiben die Organisatoren die Hauptziele und Lernergebnisse der Gruppe. WIE? Dieser Abschnitt legt die Hauptaktivitten dar, durch die die Organisatoren die Ziele des Besuchs erreichen wollen. WER? Dieser Abschnitt beschreibt die Zielgruppe fr den Besuch. KURZe BesChReIBUNg IN DeR sPRaChe Des gastgeBeNDeN LaNDes: Dieser Abschnitt enthlt eine kurze Beschreibung des Studienbesuchs in der Sprache des gastgebenden Landes.

typ des Besuchs:

Sie knnen einen Besuch unter dem Gesichtspunkt der Allgemeinbildung, der Berufsbildung oder des lebenslangen Lernens auswhlen.

Datum des Besuchs: TT/MM/JJJJ

Besuchsort, gastland

arbeitssprache:
Die Arbeitssprache des Besuchs

anzahl der Pltze:

Anzahl der Pltze in einer Gruppe

mindestanzahl:
Mindestanzahl der Teilnehmer, damit ein Besuch stattfindet

schlsselwrter:
Schlsselwrter sollen dem Bewerber helfen, den Schwerpunkt des Besuches leichter zu erkennen.

organisator(en): Einzelheiten fr die Kontaktaufnahme zu den Organisatoren. Sie knnen sich an die Ansprechpartner wenden, wenn Sie weitere Informationen ber den Besuch wnschen.

WWW.
Dieser abschnitt enthlt von den organisatoren empfohlene Links zu Webseiten, wo sie weitere Informationen ber das Rahmenthema und die Besuchsorte finden.

10 CEDEFOP STUDY VISITS

Acerca del programa de visitas de estudio

El programa de las visitas de estudio para especialistas y responsables de toma de decisiones en educacin y formacin profesional, integrado en el programa para el aprendizaje a lo largo de la vida. 2007-13 (LLP), es una iniciativa de la Direccin General Educacin y Cultura de la Comisin Europea. Su objetivo es apoyar el desarrollo de polticas y la cooperacin a escala europea en el mbito del aprendizaje permanente, particularmente en el contexto del proceso de Lisboa y la agenda sobre educacin y formacin 2020 (E&T2020), as como en los procesos de Bolonia y Copenhague y sus sucesores. Desde el 1 de enero de 2008, el Cedefop coordina, en nombre de la Comisin Europea, las visitas de estudio para especialistas y responsables de toma de decisiones en educacin y formacin profesional para el periodo 2008 -2013. Una visita de estudio consiste en una breve visita, de tres a cinco das, para un pequeo grupo de especialistas y responsables de la poltica educativa que representan a varios grupos de educacin y formacin profesional. Se trata de partes interesadas que quieren examinar un aspecto particular del aprendizaje permanente en otro pas. El perfil de un participante se corresponde principalmente con una de las siguientes categoras: responsables de formacin de empresas; directores de instituciones, centros y escuelas de educacin y formacin profesional; directores de centros de orientacin; directores de centros de validacin o acreditacin; inspectores de educacin y formacin profesional; directores escolares, formadores de profesores jefes de departamento; directores de recursos humanos; propietarios/directores de PYME; asesores pedaggicos u orientadores; representantes de cmaras de comercio/industria/artesana; representantes de redes y asociaciones de educacin y formacin profesional; representantes de servicios educativos, oficinas de empleo o centros de orientacin; representantes de organizaciones de empresarios; representantes de autoridades locales, regionales y nacionales representantes de sindicatos; investigadores; otros. Normalmente, los grupos estn compuestos por 10 a 15 participantes. Las visitas de estudio se organizan tanto a nivel local como regional y se coordinan por la Agencia Nacional. Ofrecen un foro para el debate, el intercambio y el aprendizaje sobre temas de inters comn y sobre las prioridades nacionales y europeas. El intercambio de ideas y prcticas innovadoras contribuye a que los participantes fomenten la calidad y la transparencia de sus sistemas educativos y de formacin. CMO PARTICIPAR Si desea participar en una visita, rogamos se ponga en contacto con su Agencia Nacional para comprobar si rene los requisitos de admisibilidad y otros procedimientos. Esta evala y selecciona a los candidatos y tambin facilita cualquier informacin o

CATALOGUE 2012/13 11

clarificacin que precise. Est disponible en lnea una lista de personas de contacto en su pas en: [Link] Lea atentamente el catlogo. Despus de seleccionar las visitas en las que est interesado, deber presentar una solicitud por va electrnica en: [Link] [Link] . Le sealamos que en 2012/2013 se organizarn dos procesos de seleccin. Para las visitas de estudio organizadas entre septiembre de 2012 y febrero de 2013, puede presentar su candidatura hasta el 30 de marzo de 2012; para aquellas que tengan lugar entre marzo y junio de 2013, puede presentar su solicitud hasta el 12 de octubre de 2012. CMO UTILIZAR ESTE CATLOGO El catlogo abarca las visitas de estudio que tendrn lugar entre septiembre de 2012 hasta junio de 2013 y exploran estas cuestiones desde tres perspectivas distintas: educacin general (en el catlogo - el tipo de educacin general); enseanza y formacin profesional (el tipo VET); aprendizaje permanente (el tipo mixto). Las agencias nacionales de los pases participantes han facilitado las descripciones de las visitas que tratan de educacin, formacin profesional y aprendizaje a lo largo de la vida, especialmente para este catlogo. Las visitas de estudio se organizarn alrededor de cinco categoras de temas (mencionados abajo), que reflejan y abarcan los ltimos desarrollos sobre las polticas de educacin y formacin en Europa: 1. Favorecer la cooperacin entre los mundos de la educacin, la formacin profesional y el trabajo 2. Apoyar la formacin inicial y continua del profesorado, el personal formador y los gestores de las instituciones de educacin y formacin profesional; 3. Promover la adquisicin de competencias clave en el sistema educativo y de formacin profesional; 4. Potenciar la inclusin social y la igualdad de gnero en la educacin y la formacin profesional, incluyendo la integracin de la poblacin inmigrante 5. Desarrollar las estrategias de formacin a lo largo de la vida y promocionar la movilidad En el Anexo (pp. 340 353), usted encontrar las descripciones para cada una de las categoras que se presentan as como los ltimos desarrollos del contexto Europeo en los temas, destacando los aspectos para abordar el tema organizando una visita de estudio y una lista de fuentes de referencia. A su vez, se definen posibles materias para visitas de estudio y las palabras clave para cada tema. Este catlogo ha sido concebido para que pueda elegir las visitas que mejor se ajusten a sus intereses y programas profesionales. Las visitas de estudio estn clasificadas por tema en orden cronolgico, estructuradas en torno a dos procesos de seleccin, de septiembre de 2012 a febrero de 2013 y de marzo a junio de 2013. La tabla de resumen (visin general) permite que pueda encontrar una visita rpidamente segn varios criterios: categora de temas, tema, seleccin y fecha, pas, idioma de trabajo y la pgina en la que se describe el contenido de la visita. Puede utilizar ms posibilidades de bsqueda en la versin electrnica de este catlogo en: [Link] CMO UTILIZAR LA PGINA DE DESCRIPCIN La descripcin de una visita de estudio contiene informacin sobre su contenido y objetivos, as como sobre el contexto socioeconmico de su pas o regin especficos. Cada descripcin incluye la informacin siguiente:

12 CEDEFOP STUDY VISITS

tema

Sector econmico, si procede

Ttulo de la visita
Nmero de grupo: xx
turno Puede elegir entre las visitas que tienen lugar tanto en el primero como en el segundo turno.

CategoRa De temas: En el perodo 2012/2013 las visitas se organizarn alrededor de cinco categoras de temas amplios que cubren las polticas ms relevantes en materia de educacin y formacin profesional. POR QU? Esta seccin ofrece el contexto general o socioeconmico en el que se desarrollar la visita. QU? En esta seccin, los organizadores describen los principales objetivos y resultados del aprendizaje para el grupo. CMO? Esta seccin esboza las principales actividades a travs de las cuales los organizadores prevn alcanzar los objetivos de la visita. QUIN? Esta seccin describe el tipo de persona que se espera que solicite participar en la visita. BReVe DesCRIPCIN eN eL IDIoma DeL Pas aNfItRIN: Esta seccin contiene una breve descripcin de la visita de estudio en el idioma del pas anfitrin.

tipo de visita:
Puede elegir entre las visitas que examinan los temas o bien desde la perspectiva de la educacin general, de la educacin y formacin profesional o del aprendizaje permanente.

fechas de la visita: dd/mm/aaaa Lugar (pas de acogida) Idioma de trabajo:

Idioma de trabajo de la visita

N de plazas:
N de plazas en un grupo

mnimo requerido:
N mnimo de participantes para que tenga lugar una visita

Palabras clave:
Las palabras clave se

utilizarn para ayudar a los participantes a identificar mejor el objeto de la visita.

organizador(es): Los datos de contacto de los organizadores. Podr ponerse en contacto con ellos para cualquier informacin adicional que precise sobre la visita.

WWW.
esta seccin incluye enlaces a sitios web recomendados por los organizadores donde podr encontrar informacin adicional sobre el tema y lugares de la visita.

14 CEDEFOP STUDY VISITS

Catalogue 2012/13
RoUND 1/Phase 1/aNtRagsRUNDe 1/tURNo 1: 01/09/2012 - 28/02/2013 Deadline/dlais/Bewerbungsschluss/plazo: 30/03/2012 RoUND 2/Phase 2/aNtRagsRUNDe 2/tURNo 2: 01/03/2013 - 30/06/2013 Deadline/dlais/Bewerbungsschluss/plazo: 12/10/2012

ENCOURAGING COOPERATION BETWEEN THE WORLDS Of EDUCATION, TRAINING AND WORK ENCOURAGER LA COOPRATION ENTRE LES MONDES DE LDUCATION, DE LA fORMATION ET DU TRAVAIL fRDERUNG DER ZUSAMMENARBEIT ZWISCHEN ALLGEMEINER UND BERUfLICHER BILDUNG UND ARBEITSWELT fAVORECER LA COOPERACIN ENTRE LOS MUNDOS DE LA EDUCACIN, LA fORMACIN PROfESIONAL Y EL TRABAjO tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK BeRgaNg VoN DeR aLLgemeINeN UND BeRUfLICheN BILDUNg ZUm aRBeItsLeBeN
round group title of visit wl country date page

1 1 1 1 1 1 1 2 2 2 2 2 2 2

1 Cooperation with regional partners on adult learning in work, life and family 2 Correlating school strategies to dynamics of the labour market 3 Transition of arts-related students into the world of work 4 Future scenarios for vocational training during crises and market uncertainty 5 Best practice of vocational preparation in a European context 6 Den bergang Schule - Beruf zukunftsorientiert und nachhaltig gestalten 7 Easing transition to the job market: effective measures for reducing unemployment 131 Vocational orientation in Germany: improving vocational choices 132 Hobby schools and extracurricular activities as bridges between pupils and their career choices 133 Training and certification of competences in vocational training 134 Vocational training system in the Azores: ultraperipheral regions 135 Accepting mentally-disabled youth 136 Guidance and vocational counselling 137 Traineeships in VET and an approach towards the labour market

EN EN EN EN EN DE EN EN EN EN EN EN EN EN

Poland Romania Lithuania Czech Republic Germany Deutschland Switzerland Germany Estonia Czech Republic Portugal Lithuania Poland Portugal

19/09/12 - 21/09/12 02/10/12 - 05/10/12 08/10/12 - 12/10/12 15/10/12 - 19/10/12 15/10/12 - 19/10/12 15/10/12 - 19/10/12 03/12/12 - 07/12/12 18/03/13 - 22/03/13 18/03/13 - 22/03/13 15/04/13 - 19/04/13 15/04/13 - 19/04/13 22/04/13 - 26/04/13 23/04/13 - 26/04/13 17/06/13 - 20/06/13

31 32 33 34 35 36 37 172 173 174 175 176 177 178

wl: Working language

CATALOGUE 2012/13 15

WoRKPLaCe LeaRNINg
round group title of visit wl country date page

1 1 1 2

8 Apprenticeships for workplace learning in the creative and cultural sector and schools 9 Exploring best practices in workplace learning 10 Helping SMEs to achieve business growth through coaching 138 Health and social care: education for employment and career progression

EN EN EN EN

United Kingdom Spain United Kingdom United Kingdom

08/10/12 - 12/10/12 24/10/12 - 26/10/12 05/11/12 - 08/11/12 11/03/13 - 14/03/13

38 39 40 179

INtegRatIoN of DIsaDVaNtageD gRoUPs INto the LaBoUR maRKet

round group title of visit wl country date page

1 1 1 2

11 Support systems for professional integration of people in difficulty 12 Getting Britain working The role of VET in active labour market policies 13 Meeting educational needs of the population in rural areas 139 Designing, delivering and marketing a programme of education and training for disadvantaged groups

EN EN EN EN

France United Kingdom Greece United Kingdom

01/10/12 - 05/10/12 19/11/12 - 23/11/12 26/11/12 - 30/11/12 01/05/13 - 03/05/13

41 42 43 180

INCReasINg attRaCtIVeNess of Vet ReNfoRCemeNt De LattRaIt De LeNseIgNemeNt et De La foRmatIoN PRofessIoNNeLs steIgeRUNg DeR attRaKtIVItt VoN BeRUfsBILDUNg
round group title of visit wl country date page

1 1 1 2

14 Using 3D technology to increase students motivation in workplace training 15 Linsertion professionnelle De la salle de classe au march du travail 16 Imageverbesserung und Aufwertung der beruflichen Bildung in Europa ...aber wie? 140 VET to develop cooperation between schools and the labour market

EN FR DE EN

Hungary Bulgarie Frankreich Italy

12/11/12 - 16/11/12 19/11/12 - 23/11/12 21/01/13 - 25/01/13 18/03/13 - 22/03/13

44 45 46 181

soCIaL PaRtNeRs CoNtRIBUtIoN to LIfeLoNg LeaRNINg BeItRag DeR soZIaLPaRtNeR ZUm LeBeNsLaNgeN LeRNeN
round group title of visit wl country date page

1 1 1 2

17 The role of social partners in VET 18 sterreichische Gewerkschaftsschule - Lehrgang fr Engagement in der Zivilgesellschaft 19 Coordinated community-based learning as a tool to engage learners 141 Older workers in companies and on the labour market

EN DE EN EN

Sweden sterreich United Kingdom Germany

15/10/12 - 19/10/12 22/01/13 - 25/01/13 11/02/13 - 15/02/13 13/05/13 - 17/05/13

47 48 49 182

16 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes CooPRatIoN eNtRe Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN, Les eNtRePRIses et Les CommUNaUts LoCaLes
round group title of visit wl country date page

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2

20 Cooperation and communication between local authorities and NGOs to meet labour market needs 21 Ressources territoriales et nouvelles professions dans la province de Sienne 22 La prservation des savoir-faire en Europe 23 Adapted professional training programmes for employees in middle management 24 Towards better cooperation between schools, companies and local communities 25 Learning cities: from theory to practice 26 Ideas of Tomas Bata for the education system in the 21st century 27 Improving personal skills by cooperating with educational and business institutions 28 School-based apprenticeship Improving employability skills of young people 29 Importance of social partners in VET 30 Strategies to implement lifelong learning in IVET and working life 31 Understanding the local context and building networks to identify skill needs 32 Bridging the gap between education, training and industry to improve skills and responsiveness

EN FR FR EN EN EN EN EN EN EN EN EN EN

Turkey Italie Belgique Luxembourg Netherlands Italy Czech Republic Italy Romania Turkey Germany Italy United Kingdom Belgium Ireland France France Belgium France Turkey United Kingdom Spain Estonia Turkey France

10/09/12 - 14/09/12 10/09/12 - 14/09/12 10/09/12 - 13/09/12 17/09/12 - 21/09/12 24/09/12 - 27/09/12 25/09/12 - 27/09/12 02/10/12 - 05/10/12 08/10/12 - 12/10/12 08/10/12 - 12/10/12 15/10/12 - 18/10/12 15/10/12 - 19/10/12 06/11/12 - 09/11/12 26/11/12 - 30/11/12 26/11/12 - 30/11/12 04/12/12 - 07/12/12 21/01/13 - 25/01/13 11/02/13 - 15/02/13 18/03/13 - 22/03/13 18/03/13 - 22/03/13 08/04/13 - 12/04/13 09/04/13 - 11/04/13 23/04/13 - 26/04/13 06/05/13 - 10/05/13 13/05/13 - 17/05/13 13/05/13 - 16/05/13

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 183 184 185 186 187 188 189 190

33 Adult education: a key for lifelong social and professional integration EN 34 Partnership and diverse learning opportunities in adult education 35 Schools and companies: how to bring them closer 36 Improving pupils chances on the job market through experience-based training 142 Innovation, industry and education in a regional perspective 143 Offrir des formations adaptes aux besoins du territoire et des apprenants 144 EU dimension of VET to respond to labour market needs 145 Preparing graduates for the world of work EN EN EN EN FR EN EN

146 Approaching schools and enterprises: how to improve quality of VET EN 147 Vocational education in cooperation with kindergartens, schools and organisations 148 How cooperation between NGOs, schools and SMEs contribute to vocational training 149 Un partenariat local afin de crer des parcours culturels pour tous les lves EN EN FR

CATALOGUE 2012/13 17

2 2 2 2 2 2 2

150 How can social partners, authorities and schools cooperate to improve VET in Romania

EN

Romania United Kingdom Turkey United Kingdom Germany Poland Italy

14/05/13 - 17/05/13 15/05/13 - 17/05/13 20/05/13 - 24/05/13 22/05/13 - 24/05/13 10/06/13 - 14/06/13 11/06/13 - 14/06/13 17/06/13 - 21/06/13

191 192 193 194 195 196 197

151 Services to business: a new approach to meeting employers needs EN 152 Valuable contribution of partnerships to education 153 Increasing students employability skills in partnership with employers 154 Sustainable agriculture - Challenges and opportunities for vocational schools 155 Integrating senior citizens into the learning community 156 Cooperation between the worlds of education and work EN EN EN EN EN

NeW sKILLs foR NeW JoBs

round group title of visit wl country date page

1 1 2 2

37 Green jobs and the agricultural vocational training system 38 Renewable energy and energy saving in VET - Skills for a booming labour market 157 Training, skills and green jobs: learning for sustainability 158 Using creativity for promoting social awareness in the school/labour market relationship.

EN EN EN EN

France Germany Spain Portugal

08/10/12 - 10/10/12 16/10/12 - 19/10/12 09/04/13 - 12/04/13 21/05/13 - 24/05/13

67 68 198 199

fosteRINg eNtRePReNeURshIP aND emPLoyaBILIty fomeNtaR eL esPRItU emPReNDeDoR y La emPLeaBILIDaD

round group title of visit wl country date page

1 1 2 2 2

39 Community enterprise: a tool for progression into employment and training 40 Education and development of rural areas 159 El programa de emprendimiento en el sistema educativo de Galicia 160 Promoting entrepreneurship and start-ups in Switzerland 161 Entrepreneurship and villages: employment and social ties in remote rural areas

EN EN ES EN EN

United Kingdom Poland Espaa Switzerland France

16/10/12 - 19/10/12 28/01/13 - 01/02/13 13/03/13 - 15/03/13 03/06/13 - 07/06/13 04/06/13 - 07/06/13

69 70 200 201 202

SUPPORTING INITIAL AND CONTINUOUS TRAINING Of TEACHERS, TRAINERS AND EDUCATION AND TRAINING INSTITUTIONS MANAGERS SOUTENIR LA fORMATION INITIALE ET CONTINUE DES ENSEIGNANTS, DES fORMATEURS ET DES CHEfS DTABLISSEMENTS DENSEIGNEMENT ET DE fORMATION UNTERSTTZUNG DER ERSTAUSBILDUNG UND WEITERBILDUNG VON LEHRKRfTEN, AUSBILDERN UND LEITERN VON EINRICHTUNGEN DER ALLGEMEINEN UND BERUfLICHEN BILDUNG qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs mCaNIsmes DassURaNCe qUaLIt DaNs Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN
round group title of visit wl country date page

1 1 1

41 Implementing and evaluating sustainable quality management systems in schools 42 Improving quality management systems at educational centres 43 How to manage and assess innovative action in schools

EN EN EN

Germany Turkey France

24/09/12 - 28/09/12 08/10/12 - 12/10/12 15/10/12 - 19/10/12

71 72 73

18 CEDEFOP STUDY VISITS

1 1 1 1 2 2 2 2 2 2

44 Formes et finalits de lvaluation dun tablissement scolaire 45 Effective leadership skills and competences to improve quality management in schools 46 The impact of school evaluation on quality improvement 47 Quality assurance in Dutch vocational training 162 Developing learners potential for the 21st century global economy 163 Assessment in primary, secondary and higher education 164 Linking activities - Strategies for quality development in general education 165 School evaluation as a path towards its development 166 Quality in-service teacher training 167 Adult education: validation of former learning and assessing progress and achievement

FR EN EN EN EN EN EN EN EN EN

France Romania Portugal Netherlands United Kingdom Greece Germany Poland Spain Norway

15/10/12 - 19/10/12 15/10/12 - 18/10/12 22/10/12 - 26/10/12 05/11/12 - 08/11/12 04/03/13 - 08/03/13 11/03/13 - 15/03/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13

74 75 76 77 203 204 205 206 207 208

teaCheRs aND tRaINeRs INItIaL tRaININg, ReCRUItmeNt aND eVaLUatIoN foRmatIoN INItIaLe, ReCRUtemeNt et VaLUatIoN Des eNseIgNaNts et foRmateURs
round group title of visit wl country date page

2 2 2 2

168 Professeurs et formateurs: tudes des systmes europens de slection, formation et valuation 169 The teaching profession, teacher education and basic education 170 Devising and managing a training programme for teachers 171 Supporting a starting-out teacher

FR EN EN EN

Espagne Finland France Hungary

11/03/13 - 15/03/13 18/03/13 - 22/03/13 18/03/13 - 22/03/13 15/04/13 - 19/04/13

209 210 211 212

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes BeRUfLIChe WeIteReNtWICKLUNg VoN LehRKRfteN UND aUsBILDeRN UND KaRRIeRemgLIChKeIteN
round group title of visit wl country date page

1 1 1 1 2 2 2 2 2 2 2

48 Continuing training and professional development of in-company trainers 49 Teacher training in VET and general upper secondary schools

EN EN

Germany Finland Spain Norway Ireland Belgium Spain Poland Germany Polen Portugal

12/11/12 - 16/11/12 26/11/12 - 30/11/12 18/02/13 - 22/02/13 18/02/13 - 22/02/13 12/03/13 - 15/03/13 26/03/13 - 29/03/13 08/04/13 - 12/04/13 22/04/13 - 25/04/13 22/04/13 - 26/04/13 06/05/13 - 10/05/13 15/05/13 - 17/05/13

78 79 80 81 213 214 215 216 217 218 219

50 Professional development of language teaching in bilingual schools EN 51 Continuous training of teachers and ongoing professional development of teachers and trainers 172 Teachers training for improving learners literacy and numeracy 173 Teaching entrepreneurship: training and support 174 Professional profile of teachers today 175 How to help disadvantaged students achieve success at school 176 Recruiting, developing and qualifying school management 177 Verbesserung der allgemeinen und beruflichen Lehrerausbildung und deren Wahrnehmung von aussen 178 New skills for old jobs: recycling and upcycling training for the fashion industry EN EN EN EN EN EN DE EN

CATALOGUE 2012/13 19

LeaDeRshIP aND maNagemeNt IN sChooLs aND tRaININg PRoVIDeRs DIReCtIoN et gestIoN aU seIN Des taBLIssemeNts DeNseIgNemeNt et De foRmatIoN
round group title of visit wl country date page

1 1 1 1 2

52 Developing key competences Whole school approach 53 Les tablissements scolaires du secondaire: quelle autonomie, quel pilotage? 54 Management in education - Jrflla model 55 Strategic leadership in schools 179 How to catch EU standards in education

EN FR EN EN EN

Hungary France Sweden Romania Turkey

01/10/12 - 05/10/12 15/10/12 - 19/10/12 22/10/12 - 26/10/12 06/11/12 - 09/11/12 24/06/13 - 28/06/13

82 83 84 85 220

PROMOTING ACQUISITION Of KEY COMPETENCES THROUGHOUT THE EDUCATION AND TRAINING SYSTEM ENCOURAGER LACQUISITION DE COMPTENCES CLS DANS TOUT LE SYSTME DDUCATION ET DE fORMATION fRDERUNG DES ERWERBS VON SCHLSSELKOMPETENZEN IM GESAMTEN SYSTEM DER ALLGEMEINEN UND BERUfLICHEN BILDUNG PROMOVER LA ADQUISICIN DE COMPETENCIAS CLAVE EN EL SISTEMA EDUCATIVO Y DE fORMACIN PROfESIONAL INCReasINg LIteRaCy aND NUmeRaCy LeVeLs
round group title of visit wl country date page

180 Improving schools and education systems in a Norwegian region through cooperation

EN

Norway

22/04/13 - 26/04/13

221

LaNgUage teaChINg aND LeaRNINg eNseIgNemeNt et aPPReNtIssage Des LaNgUes sPRaChUNteRRICht UND sPRaCheRWeRB eNseaNZa y aPReNDIZaJe De IDIomas
round group title of visit wl country date page

1 1 1 1 1 1 2 2 2 2 2

56 Pour une Europe plurilingue: le rle des mdias dans lapprentissage des langues trangres 57 Innovative approaches to learning and teaching languages for 4 to 16 year olds 58 Language learning and intercultural understanding in primary education 59 Innovative methods for foreign language teaching and learning 60 CLIL skills to support teacher and trainer mobility 61 Lducation plurilingue: mthodes denseignement dans les classes bilingues 181 The future of CLIL 182 Developing young learners communicative competences in a foreign language 183 Be creative: how to relate language competences to visual arts 184 Sprache macht Menschen zu Menschen 185 Language learning and teaching methods in a multilingual country

FR EN EN EN EN FR EN EN EN DE EN

Pologne United Kingdom United Kingdom Turkey Italy Roumanie Italy Poland Italy Tchechei Switzerland

19/09/12 - 21/09/12 24/09/12 - 26/09/12 24/09/12 - 28/09/12 15/10/12 - 19/10/12 22/10/12 - 25/10/12 24/10/12 - 26/10/12 04/03/13 - 08/03/13 04/03/13 - 08/03/13 11/03/13 - 15/03/13 11/03/13 - 15/03/13 01/04/13 - 05/04/13

86 87 88 89 90 91 222 223 224 225 226

20 CEDEFOP STUDY VISITS

2 2 2 2 2 2 2 2 2 2

186 Improving early, billingual and trilingual language teaching 187 State-run language schools in Spain: communicative skills for everyone 188 El Programa de Centros Bilinges de la Comunidad de Madrid 189 Language learning spaces: diversity and transversality 190 Trilingual framework in Basque education 191 The ABC of plurilingualism in Andaluca 192 Improving foreign language learning with innovative methods 193 Teaching a vocation in a foreign language for use in future work 194 Language teaching as a key to promote professional skills and improve cultural integration 195 Languages in primary school The story so far

EN EN ES EN EN EN EN EN EN EN

Netherlands Spain Espaa Spain Spain Spain Spain Poland Italy United Kingdom

08/04/13 - 12/04/13 15/04/13 - 18/04/13 15/04/13 - 19/04/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13 06/05/13 - 10/05/13 13/05/13 - 17/05/13 03/06/13 - 07/06/13 10/06/13 - 14/06/13 17/06/13 - 21/06/13

227 228 229 230 231 232 233 234 235 236

Use of ICt IN LeaRNINg UtILIsatIoN Des tIC DaNs LaPPReNtIssage

round group title of visit wl country date page

1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2

62 School of the future: how to innovate through creativity and ICT 63 How ICT techniques improve teaching and learning processes 64 Use of ICT in formal and non-formal education 65 ICT for creating a better future 66 Promoting use of ICT in learning and teaching 67 Not only teach but also learn all together with technology 196 Studying English via distance or e-learning 197 Regional and local innovation in secondary schools through ICT 198 Science and ICT: a new way to teach science 199 Arts et culture numriques: les enjeux pour lcole 200 Improving vocational education through ICT and language skill development 201 Designing technology-enriched educational environments 202 Developing creativity through use of ICT in learning and teaching 203 Supporting teachers with technology-improved learning 204 University of the third age - Experience of distance education 205 Lcole et les TIC en zone rurale: enjeux, intrts, perspectives 206 ICT deployment and implementation in the educational system 207 IC3T (information and communication technology for teacher trainers)

EN EN EN EN EN EN EN EN EN FR EN EN EN EN EN FR EN EN

Italy Poland Italy Turkey Portugal Turkey Spain Denmark Italy France Spain Turkey Poland Croatia Slovakia France Spain Bulgaria

01/10/12 - 04/10/12 03/10/12 - 05/10/12 08/10/12 - 12/10/12 15/10/12 - 19/10/12 22/10/12 - 26/10/12 12/11/12 - 16/11/12 04/03/13 - 08/03/13 06/03/13 - 08/03/13 11/03/13 - 15/03/13 26/03/13 - 29/03/13 08/04/13 - 11/04/13 06/05/13 - 10/05/13 06/05/13 - 10/05/13 20/05/13 - 24/05/13 21/05/13 - 24/05/13 27/05/13 - 31/05/13 03/06/13 - 07/06/13 24/06/13 - 28/06/13

92 93 94 95 96 97 237 238 239 240 241 242 243 244 245 246 247 248

CATALOGUE 2012/13 21

eDUCatIoN foR eNtRePReNeURshIP BILDUNg fR UNteRNehmeRIsChe KomPeteNZ

round group title of visit wl country date page

1 1 1 1 1 2 2

68 Learning creativity for fostering innovation 69 Young entrepreneurs and the education system 70 Fostering entrepreneurial talent in education 71 Entrepreneurship in curriculum-based education through regional networks 72 Innovation and entrepreneurship - Connecting education, business and local communities 208 Das fcherbergreifende Unterrichtsprinzip Entrepreneurship Education 209 Cultivating innovative minds and brave hearts - How schools can foster tomorrows entrepreneurs

EN EN EN EN EN DE EN

Slovenia United kingdom Belgium Finland Denmark sterreich Sweden

17/09/12 - 20/09/12 01/10/12 - 05/10/12 16/10/12 - 19/10/12 16/10/12 - 19/10/12 22/10/12 - 26/10/12 04/03/13 - 08/03/13 18/03/13 - 22/03/13

98 99 100 101 102 249 250

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt DUCatIoN PoUR UNe CItoyeNNet aCtIVe et UN DVeLoPPemeNt DURaBLe eRZIehUNg ZUR aKtIVeN BRgeRsChaft UND ZUR NaChhaLtIgeN eNtWICKLUNg
round group title of visit wl country date page

1 1 1 1 1 1 2 2 2 2 2 2 2 2 2

73 The role of school in drug abuse prevention

EN

Crotia Greece Turkey United Kingdom Polen Netherlands Germany France Germany France Cyprus Greece Ireland sterreich France

11/09/12 - 14/09/12 01/10/12 - 05/10/12 15/10/12 - 19/10/12 05/11/12 - 09/11/12 14/01/13 - 18/01/13 21/01/13 - 25/01/13 11/03/13 - 15/03/13 18/03/13 - 22/03/13 08/04/13 - 12/04/13 08/04/13 - 12/04/13 08/04/13 - 12/04/13 22/04/13 - 26/04/13 23/04/13 - 26/04/13 13/05/13 - 17/05/13 27/05/13 - 31/05/13

103 104 105 106 107 108 251 252 253 254 255 256 257 258 259

74 Environmental education centres: supporting actions for sustainability EN 75 Be active and make it sustainable 76 Outdoor learning for active citizenship and sustainability 77 Aktive Brger und Brgerinnen dank formalem und informellem Lernen 78 Education - Participation - Citizenship 210 Approaches to intercultural and civic competences in early childhood education 211 Embedding environmental education into the curriculum 212 New approaches to raising young people sense of responsibility 213 Ressources locales et ducation - Formation au dveloppement durable 214 Towards an innovative health education curriculum: theory and practice 215 Raising awareness of protection of the environment 216 Education for active citizenship and sustainable development in schools 217 Bildung fr nachhaltige Entwicklung, zukunftsorientiertes Denken 218 Promoting European volunteering for humanitarian and development issues EN EN DE EN EN EN EN FR EN EN EN DE EN

22 CEDEFOP STUDY VISITS

DeVeLoPINg CReatIVIty IN LeaRNINg aND teaChINg DVeLoPPemeNt De La CRatIVIt DaNs LaPPReNtIssage et LeNseIgNemeNt eNtWICKLUNg VoN KReatIVItt Im BeReICh LeRNeN UND LehRe
round group title of visit wl country date page

1 1 1 1 1 1 2 2 2 2 2

79 Opportunities in various educational settings 80 Using student-engaging teaching methods to promote learning 81 Building strong professional learning communities 82 Developing competencies, talents and creativity outside formal education 83 How to promote entrepreneurial learning and creativity in schools for the 21st century 84 Competence and creativity for successful teaching and learning 219 Better school design for better, safe and creative learning 220 How cities can innovate education 221 Exprimentation de lapproche orientante 222 Kunst und Kultur in der Schulausbildung und im Studium 223 Web-based tools for flexible, innovative and creative teaching and learning

EN EN EN EN EN EN EN EN FR DE EN

Iceland Denmark Sweden Latvia Sweden Italy Turkey Portugal Belgique Slovakei Spain

24/09/12 - 28/09/12 24/09/12 - 28/09/12 24/09/12 - 28/09/12 08/10/12 - 12/10/12 15/10/12 - 19/10/12 10/12/12 - 14/12/12 08/04/13 - 12/04/13 08/04/13 - 12/04/13 13/05/13 - 15/05/13 20/05/13 - 24/05/13 17/06/13 - 21/06/13

109 110 111 112 113 114 260 261 262 263 264

LeaRNINg mathematICs aND sCIeNCe

round group title of visit wl country date page

1 2 2 2 2

85 Teaching science in primary and secondary education 224 Development of key competences in mathematics and science 225 Cross-curricular application of mathematics for 4-to-16 year-olds in England 226 Outdoor science: using the natural world for teaching science 227 Teaching natural science in practical and experimental learning settings

EN EN EN EN EN

Austria Bulgaria United Kingdom United Kingdom Denmark

04/02/13 - 08/02/13 11/03/13 - 15/03/13 11/03/13 - 15/03/13 18/03/13 - 22/03/13 17/04/13 - 19/04/13

115 265 266 267 268

PROMOTING SOCIAL INCLUSION AND GENDER EQUALITY IN EDUCATION AND TRAINING, INCLUDING INTEGRATION Of MIGRANTS fAVORISER LINTGRATION SOCIALE ET LGALIT ENTRE LES GENRES DANS LDUCATION ET LA fORMATION, NOTAMMENT LINTGRATION DES MIGRANTS PeRsoNaLIseD LeaRNINg aPPRoaChes aPPRoChes DaPPReNtIssage PeRsoNNaLIses
round group title of visit wl country date page

1 1 1 2 2

86 An innovative and inclusive VET school - Best practices 87 de la langue: identit culturelle et russite professionnelle

EN FR EN FR EN

Portugal France Finland France Italy

19/11/12 - 23/11/12 04/02/13 - 08/02/13 18/02/13 - 22/02/13 18/03/13 - 22/03/13 08/04/13 - 12/04/13

116 117 118 269 270

88 Preventing school failure through multi professional teamwork 228 Garantir tous les lves la russite scolaire et une insertion professionnelle 229 Developing competences of learning support teachers: key for inclusive teaching

CATALOGUE 2012/13 23

measURes to PReVeNt eaRLy sChooL LeaVINg mesURes VIsaNt PRVeNIR LaBaNDoN sCoLaIRe
round group title of visit wl country date page

1 1 1 1 2 2 2 2 2

89 Training guarantee for everyone 90 Cooperation and good practices for a safe and supportive learning environment 91 Alliance between formal and informal education to prevent early school leaving 92 An approach to limit-crossing behaviour in schools 230 Tackling early school-leaving 231 Preventing early leaving from high school 232 Je naime pas lcole, je naime pas tudier Que faire?

EN EN EN EN EN EN FR EN EN

Finland Estonia Italy Belgium Netherlands France Portugal Sweden Denmark

17/09/12 - 21/09/12 08/10/12 - 12/10/12 15/10/12 - 19/10/12 19/11/12 - 23/11/12 11/03/13 - 14/03/13 18/03/13 - 22/03/13 15/04/13 - 19/04/13 15/04/13 - 19/04/13 06/05/13 - 10/05/13

119 120 121 122 271 272 273 274 275

233 Retaining young people in education and training 234 Student retention in VET and high schools How to prevent student drop-outs

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs gaLIt Des ChaNCes PoUR Les gRoUPes DfaVoRIss
round group title of visit wl country date page

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

93 Adult education: second chance for a better life 94 Promote social inclusion and gender equality in education and training, including integration

EN EN

Bulgaria Netherlands Slovakia Belgique United Kingdom Lithuania Latvia Hungary United Kingdom Ireland Spain Germany Hungary France France

03/09/12 - 07/09/12 01/10/12 - 05/10/12 01/10/12 - 05/10/12 08/10/12 - 12/10/12 09/10/12 - 12/10/12 09/10/12 - 12/10/12 15/10/12 - 17/10/12 05/11/12 - 08/11/12 07/11/12 - 09/11/12 13/11/12 - 16/11/12 19/11/12 - 22/11/12 26/11/12 - 30/11/12 03/12/12 - 07/12/12 03/12/12 - 07/12/12 21/01/13 - 25/01/13

123 124 125 126 127 128 129 130 131 132 133 134 135 136 137

95 Work and education of socially excluded groups in small cities and EN rural areas 96 Pratique dintgration entre lenseignement spcialis et lenseignement ordinaire 97 Creating access to science technology engineering and maths careers for all 98 Language teaching as a key factor of socialisation 99 Vocational education for young people with special needs: challenges of unfair competition 100 Empowering Roma youngsters in higher education 101 Promoting education and training opportunities for learners from disadvantaged backgrounds 102 Achieving inclusion in school education 103 Using vocational education and training to foster gender equity and social inclusion 104 Vocational learning and civic education 105 Successful innovations in education and training for students with special needs 106 Les parents acteurs de lcole: dynamique de rseau en milieux dfavoriss 107 Amliorer linclusion des lves handicaps dans lenseignement gnral FR EN EN EN EN EN EN EN EN EN FR FR

24 CEDEFOP STUDY VISITS

1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2

108 Inclusion in vocational education and training 109 Using informal education pedagogy to engage and motivate hard-to-reach learners

EN EN EN EN FR FR FR EN EN EN EN EN EN EN EN EN

Ireland United Kingdom Slovenia Italy France France France Spain Bulgaria Turkey Hungary Turkey Turkey Germany United Kingdom United Kingdom

19/02/13 - 22/02/13 25/02/13 - 01/03/13 04/03/13 - 08/03/13 18/03/13 - 22/03/13 18/03/13 - 22/03/13 19/03/13 - 22/03/13 08/04/13 - 12/04/13 22/04/13 - 26/04/13 13/05/13 - 17/05/13 13/05/13 - 15/05/13 13/05/13 - 17/05/13 20/05/13 - 24/05/13 03/06/13 - 05/06/13 10/06/13 - 14/06/13 17/06/13 - 21/06/13 17/06/13 - 21/06/13

138 139 276 277 278 279 280 281 282 283 284 285 286 287 288 289

235 My new me 236 School inclusion for migrant children: a networking approach 237 Mieux accueillir les lves ne matrisant pas la langue de scolarisation 238 Accueil dun public scolaire dfavoris 239 Sadapter et diffrencier: lindividualisation des parcours scolaires 240 Steps toward inclusion and social cohesion 241 Schools of inclusion: access to mainstream education for Roma children 242 Join us at sunrise: mainstreaming education for students with special needs 243 Challenges for education and teacher training of the Roma 244 Implementation of special education: opportunities and challenges 245 Awareness of being together through preventing discrimination 246 Including underrepresented groups in VET 247 Integration of ethnic minorities into Gateshead schools 248 Community cohesion in schools

DEVELOPING STRATEGIES fOR LIfELONG LEARNING AND MOBILITY CONCEVOIR DES STRATGIES POUR LDUCATION ET LA fORMATION TOUT AU LONG DE LA VIE ET LA MOBILIT ENTWICKLUNG VON STRATEGIEN fR LEBENSLANGES LERNEN UND MOBILITT NatIoNaL aND seCtoRaL qUaLIfICatIoNs fRameWoRKs LINKeD to eqf CaDRes NatIoNaUx et seCtoRIeLs De CeRtIfICatIoNs LIs aU CeC
round group title of visit wl country date page

1 1 1 1 1 2

110 Role of social partners in implementing national qualification frameworks 111 NFQ and EQF - Policy development and lifelong learning 112 A comprehensive NQF: policy-makers, stakeholders and project-based implementation 113 National qualifications framework in Austria: a new policy instrument 114 European vocational education and training system for the hospitality and tourism industry 249 Modularisation de lenseignement qualifiant: la certification par unit dapprentissage

EN EN EN EN EN FR

Germany Ireland Romania Austria United Kingdom Belgique

24/09/12 - 28/09/12 02/10/12 - 05/10/12 15/10/12 - 18/10/12 05/11/12 - 07/11/12 04/02/13 - 08/02/13 13/05/13 - 17/05/13

140 141 142 143 144 290

tooLs to PRomote tRaNsPaReNCy of qUaLIfICatIoNs aND moBILIty of CItIZeNs

round group title of visit wl country date page

1 2

115 Moving throughout Europe with self-awareness and knowledge 250 Improving students cultural awareness and mobility

EN EN

Italy Poland

03/09/12 - 07/09/12 03/06/13 - 07/06/13

145 291

CATALOGUE 2012/13 25

VaLIDatIoN of NoN-foRmaL aND INfoRmaL LeaRNINg VaLIDatIoN Des aCqUIs NoN foRmeLs et INfoRmeLs
round group title of visit wl country date page

1 1

116 Lifelong learning and recognition of qualifications - Key to the future of crafts 117 Validation des acquis de lexprience dans lenseignement suprieur

EN FR

Portugal France

08/10/12 - 11/10/12 21/01/13 - 25/01/13

146 147

RefoRms IN NatIoNaL eDUCatIoN aND tRaININg systems

round group title of visit wl country date page

1 2

118 Education for the future - Developing autonomy in the formal education system 251 Economic downturn as catalyst for promoting education reforms

EN EN

Poland Latvia

02/10/12 - 05/10/12 20/05/13 - 24/05/13

148 292

ImPLemeNtatIoN of fLexIBLe LeaRNINg PathWays

round group title of visit wl country date page

119

Flexible learning pathways in lifelong learning

EN

Estonia

15/10/12 - 19/10/12

149

DeVeLoPINg LINKs BetWeeN Vet aND hIgheR eDUCatIoN

round group title of visit wl country date page

252

Bolstering attractiveness of VET in Malta

EN

Malta

20/05/13 - 24/05/13

293

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

round group title of visit wl country date page

1 1 1 1 2 2

120 Lifelong learning as an answer to the ageing society 121 Making adult education more attractive 122 Mobile learning facilitators for non-routine skills development in SMEs 123 Opportunities for adult learning 253 Adult education in Spain: a look at Galicia 254 An answer to a challenge: innovation in adult education

EN EN EN EN EN EN

Poland Italy Italy Netherlands Spain Spain

01/10/12 - 05/10/12 02/10/12 - 05/10/12 10/10/12 - 12/10/12 26/11/12 - 29/11/12 08/04/13 - 12/04/13 13/05/13 - 17/05/13

150 151 152 153 294 295

LIfeLoNg gUIDaNCe foR LeaRNINg aND WoRKINg oRIeNtatIoN toUt aU LoNg De La VIe PoUR LaPPReNtIssage et Le tRaVaIL LeBeNsLaNge BeRatUNg BeIm LeRNeN UND aRBeIteN
round group title of visit wl country date page

1 1 1 2 2

124 Health and education: quality health services 125 Effizienz schulpsychologischer Dienste in der lebenslangen Beratung beim Lernen 126 Better learning and life quality through lifelong guidance 255 Les professionnels dveloppent la qualit en orientation 256 Ple Emploi: articuler des missions complmentaires orientation et emploi

EN DE EN FR FR

Turkey

24/09/12 - 28/09/12

154 155 156 296 297

Belgien, Deutschland, 15/10/12 - 19/10/12 Luxemburg Finland France France 22/10/12 - 26/10/12 09/04/13 - 12/04/13 10/06/13 - 13/06/13

26 CEDEFOP STUDY VISITS

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg moBILItt ZU LeRNZWeCKeN IN DeR aLLgemeINeN UND BeRUfLICheN BILDUNg
round group title of visit wl country date page

1 1 1 1 2 2

127 New opportunities for mobility 128 Mobility in vocational training - Opportunities and challenges 129 Mobility in higher education: a must, a challenge and an unprecedented opportunity 130 New horizons - How to support careers through mobility 257 Effektive Motivation von Arbeitgebern zur Teilnahme an Mobilittsprojekten 258 Increasing attractiveness of VET through Leonardo da Vinci mobility

EN EN EN EN DE EN

Slovenia Germany Austria Germany Ungarn Romania

22/10/12 - 25/10/12 12/11/12 - 16/11/12 19/11/12 - 23/11/12 03/12/12 - 06/12/12 22/04/13 - 26/04/13 20/05/13 - 24/05/13

157 158 159 160 298 299

VISITS BY SECTOR VISITES PAR SECTEUR BESUCHE NACH SEKTOREN VISITAS POR SECTORES
Round 1 (group number) Round 2 (group number)

Accommodation and food service activities Agriculture, forestry and fishing Arts, entertainment and recreation

4, 28, 114 13, 37 40 3, 8, 22, 69, 116

200 154 158, 222

Electricity, gas, steam and air conditioning supply 38 Human health and social work activities Manufacturing 26, 99, 124 31 135, 138, 235 144, 148, 178

VIsIts foR hIgh-LeVeL DeCIsIoN-aND PoLICy-maKeRs These visits are organised by the host institution in cooperation with the European Commission addressing specifically policy- and decision-makers in education and training to transfer and share experience
round group title of visit wl country date page

1 1 2

110 Role of social partners in implementing national qualification frameworks

EN

Germany Austria Spain

24/09/12 - 28/09/12 05/11/12 - 07/11/12 23/04/13 - 26/04/13

140 143 187

113 National qualifications framework in Austria: a new policy instrument EN 146 Approaching schools and enterprises: how to improve quality of VET EN

28 CEDEFOP STUDY VISITS

Round

Phase Antragsrunde Turno

CATALOGUE 2012/13 29

30 CEDEFOP STUDY VISITS

CATALOGUE 2012/13 31

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Cooperation with regional partners on adult learning in work, life and family
Group No: 1 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Our institution, the Foundation Gaudete, provides a wide range of support for families through creation of dynamic educational environments. We have more than 19 years experience working with partners to promote and support formal and non-formal education. This visit offers an approach to the challenge of integrating work and family life. Our basic premise requires a well-informed collaborative effort of all key actors involved in these issues. Employers, vocational associations, adult learning centres, vocational guidance and communities all have roles to play in integrating work and family life. The region of Silesian Voivodeship has created favourable conditions for gaining knowledge and developing vocational interests.

19/9/2012-21/9/2012 Katowice, Poland

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: cooperation between NGOs, employers organisations and educational institutions; identification of adult skill needs in working and family life; regional practices implemented by the Work-Life balance institution; initiatives to cooperate with regional partners on adult learning.

HOW?
Keywords: adult learning lifelong guidance social partners

Participants will: meet representatives of regional partners and vocational institutions; meet representatives of labour offices, education and training associations; visit adult education centres in an urban environment; discuss and analyse experiences.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): RKA Magdalena Fundacja Gaudete Francuska 31/4 Katowice, 40-028 Tel. +48 604 94 41 42 Fax +48 327 39 00 26 Email: gaudete@[Link] Website: [Link] [Link]

Fundacja Gaudete tworzy dynamiczne rodowiska edukacyjne wspierajce rozwj ycia zawodowego i rodzinnego. Od zaoenia (1992) wspomaga edukacj formaln i pozaformaln oraz promuje Uczenia si przez cae ycie. Wizyta studyjna ma na celu wymian dowiadcze i nawizanie kontaktw zawodowych w temacie godzenia ycia zawodowego i rodzinnego, co stanowi przedmiot zainteresowania na poziomie europejskim. Miejsce wizyty to Katowice miasto pooone w sercu Grnego lska. Wizerunek regionu tworz zadowoleni, energiczni ludzie, bogate ycie edukacyjne i kulturalne oraz gospodarka, ktra kojarzy si ze stylem ycia i przedsibiorczoci. Zaprezentowane bd dziaania na obszarze regionalnym.

WWW.
[Link]

32 CEDEFOP STUDY VISITS

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Correlating school strategies to dynamics of the labour market

Group No: 2 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Technical college Gheorghe Magheru has good facilities and results regarding rate of employment of school-leavers. We implemented different techniques to stimulate career choices of students. We applied skill tests, introduced optional curricula, attended professional counselling and meetings and debates with parents, economic agents and decision-makers, and signed partnerships agreement for private scholarships, part-time jobs and future cooperations. School programmes were designed with local and regional stakeholders (SMEs, NGOs, chambers of commerce, universities) who consider VET a supporting tool for local development.

2/10/2012-5/10/2012 trgu-Jiu, Romania

Working language:

WHAT?

english

Number of places: 15 Minimum required: 5

Participants will learn about: negotiation partnerships with economic agents, NGOs, local community; initiatives to ease the transition from school to work; cooperation between actors involved in the transition towards an active life; techniques of identifying problems according to the specificity of the community; educational management techniques to avoid students failure.

HOW?
Keywords: drop-outs lifelong guidance young people

Participants will: visit and talk to representatives of partner institutions such as: university C. Brancusi, local agency for employment, national authority for youth, town hall, economic companies, NGO; meet officials in the education field, representatives of the local community; participate in counseling and guidance activities; meet with the students committee.

WHOM?

organiser(s): BUZERA Marius Colegiul Tehnic Gheorghe Magheru Str. Lt. Col. Dumitru Petrescu, no.3 Trgu-jiu, 210182 Tel. +40 02 53 21 47 16 Fax +40 02 53 21 47 16 Email: liceumagheru@[Link] Website: [Link] VIAN Ionela Roxana Colegiul Tehnic Gheorghe Magheru Str. Lt. Col. Dumitru Petrescu, no.3 Trgu-jiu, 210182 Tel. +40 02 53 21 47 16 Fax +40 02 53 21 47 16 Email: liceumagheru@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Colegiul Tehnic Gheorghe Magheru este implicat de mai muli ani ntr-un proiect regional alturi de ageni economici, universiti (Universitatea Al. Vlaicu din Arad, Universitatea Politehnic din Timioara, Universitatea C-tin. Brncui din Tg. Jiu), agenii guvernamentale(Agenia Judeean pentru Ocuparea Forei de Munca, Agenia de omaj, Inspectoratul Teritorial de Munc, Autoritatea Naional pentru Tineret) precum i cu ONGuri locale (ProVertical i Tineri Fr Frontiere). n cadrul vizitei de studiu ne propunem s prezentm rezultatele acestui proiect si abordrile manageriale specifice dezvoltrii unui astfel de parteneriat.

WWW.
[Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 33

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Arts, entertainment and recreation

Transition of arts-related students into the world of work

Group No: 3 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Successful transition of students to the world of work is a strategic educational objective set by the Lithuanian government and the EU. One of the main problems in the youth labour market is related to unsuccessful pathways from education to the world of work: many graduates work expectations do not fit with their personal abilities and competences or development of the labour market. This is very important for graduates of arts-related professions, who often face serious difficulties integrating into the labour market and have complicated pathways from education to employment. Vilnius College of Design would like to share its experience on transition of students to the world of work and jointly find indicators, criteria and solutions at individual, institutional, national and European levels.

8/10/2012-12/10/2012 Vilnius, Lithuania

Working language:

english

WHAT?

Number of places: 14 Minimum required: 6

Keywords: curriculum key competences work placement

Participants will learn about: national education policies and programmes; models of cooperation with associations of artists, businesses, social partners and employment organisations; tailoring educational approaches; efficient curriculum development; learning through goal-directed activity; tentative models of workplace learning; cross-curricular practices.

HOW?

Participants will: visit businesses, associations of professional artists; take part in a creative workshop; take part in presentations and discussions on practices and policies; brainstorm on innovative approaches strengthening cooperation between the worlds of education and work.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, owners/managers of SMEs, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): JAZGEVIIEN Jrat Vilnius College of Design Kauno g. 34 Vilnius, LT-03202 Tel. 00370 65 55 30 36 Fax 00370 52 61 11 21 Email: projektai@[Link] Website: [Link]/en

Paintinio vizito tema sklandaus perjimo i mokymo darbo pasaul utikrinimas bei galimybi sidarbinti studentams didinimas: 1. skatinant mokymo institucij bendradarbiavim su socialiniais partneriais, monmis, uimtumo tarnybomis, valdios institucijomis; 2. paruoiant darbo rinkos poreikius orientuot studij program; 3. taikant paangius ir praktinius mokymo metodus. Ypating dmes atkreipsime su menu susijusi profesij student integravim darbo rink, kurie daniau nei kit profesij absolventai, susiduria su sunkumais pereinant i mokymo darbo pasaul.

WWW.
[Link]/en/ [Link]/ [Link]/en [Link]/?lang=en [Link]/en/[Link]

34 CEDEFOP STUDY VISITS

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Accommodation and food service activities

future scenarios for vocational training during crises and market uncertainty
Group No: 4 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Vocational secondary schools and colleges are of key importance in the Czech Republic. Every year their graduates easily find work on the labour market. Unfortunately, global economic crises affect even key industries of many economies, hospitality and tourism included. What are the potential chances for emplacement of future graduates? Do they have the skills demanded by employers? Do vocational schools react in time to new demands and changes on the labour market? Is the education provided relevant to new trends in businesses? Does demographic development represent any risks or threats to vocational schools? These are the questions we would like to answer with the visiting team. The hosting institution is an association of vocational colleges and includes a secondary hotel school which focuses more on practical skills and a college (tertiary level of education) which trains students in managing skills.

15/10/2012-19/10/2012 Podbrady, Czech Republic

Working language:

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: education and training attainment key competences work placement

Participants will learn about: good results achieved with local municipalities, social partners, enterprises and employers; cooperation between the school and employers when organising practical training; theoritical and practical ways of vocational learning; ways of supervising practical training; tools used to assess practical training of students.

HOW?

Participants will: attend classes and meet teachers and students; visit training kitchens and restaurants, the school junior hotel, its restaurants and cooperating hotels.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): sVoBoDoVa eva Hotelova kola, Vy odborna kola hotelnictvi a turismu a Jazykova kola s pravem statni jazykove zkouky Komenskho 156 Podbrady, 290 01 Tel. +420- 325 61 01 73 Fax +420- 325 61 42 92 Email: sev@[Link] Website: [Link]

Existenci a dal budoucnost koly v dob ekonomick krize a trn nejistoty zajiuj jen nejkvalitnj absolventi, kte mohou zaruit dal zjem veejnosti o tento typ studia. Jak pekonvat nepzniv demografick vvoj a vyrovnvat se s konkurennm prostedm bude npln zamlen studijn nvtvy. Vy odborn kola zahjila vuku nov akreditovanho studijnho programu a dopad inovovanch teoretickch i praktickch pedmt na zkvalitnn profilu absolvent bude t pedmtem jednn.. Pozornost bude rovn vnovna novm uebnm metodm a pomckm, kter na kolch vznikaj a pispvaj ke zkvalitnn vuky. astnci se seznm s vukou zejmna odbornch pedmt a cizch jazyk. Prv ony zatraktivuj absolventy na trhu prce v esk republice a v EU zvl.

WWW.
[Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 35

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Best practice of vocational preparation in a European context

Group No: 5 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The approaches and methods to organising the transition from school to working life adopted in Thuringia are practical, future-oriented and considered exemplary throughout Germany. Strongly orientated towards the labour market and aimed at more sustainable and comprehensive vocational preparation, the project BERUFSSTART plus is a very good example of successful cooperation between all partners involved in the education and training process. In 2012, this project will be part of an ESF-funded evaluation which, in addition will describe practices in selected regions of six further European countries. Both initiatives, BERUFSSTART plus and the evaluation, set up the central core of the visit and will provide the basis for a fruitful exchange of experiences.

15/10/2012-19/10/2012 erfurt, germany

Working language:

english

WHAT?

Number of places: 12 Minimum required: 6

Participants will learn about: the significance of vocational preparation in Thuringia; how cooperation between school and parental home, or school and economy takes place; how chambers, employment agencies, ministries and other economic and vocational institutions cooperate; how a European exchange of experiences was carried out focusing on this topic.

Keywords: apprenticeship key competences sustainable development

HOW?

Participants will: experience the project BERUFSSTART plus in practice and assess its effectiveness; discuss with initiators and persons responsible for different activities and contribute their own experiences; have the opportunity to meet pupils and students at general and vocational schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres and pedagogical or guidance advisers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): stoLLe Katja EU-Consult Suedthueringen gGmbH Werner-Seelenbinder-Str. 15 Suhl, 98529 Tel. +49-3681 37 40 62 Fax +49-3681 30 49 44 Email: [Link]@[Link] Website: [Link]

Die Anstze und Methoden, die im Freistaat Thringen bei der Gestaltung des bergangs von der Schule zum Arbeitsleben angewendet werden, sind zukunfts- und praxisorientiert und werden bundesweit als beispielgebend bewertet. Das Projekt BERUFSSTART plus z.B. ermglicht die Zusammenarbeit aller am Bildungsprozess mitwirkender Partner, so dass eine arbeitsmarktorientierte, nachhaltige und flchendeckende Berufswahlvorbereitung realisiert werden kann. Zudem wird das Projekt 2012 Teil einer vom ESF gefrderten Studie sein, welche darber hinaus die Praxis in 6 weiteren Regionen Europas darstellt. Beide Initiativen bilden den Schwerpunkt des Besuchs und sollen zum Erfahrungsaustausch anregen.

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[Link] [Link]/saalfeld/regelschule/ueber_uns.aspx [Link] www/ihkst/navi-main/aus-weiterbildung/ausbildung/berufsorientierungberufsvorbereitung/[Link] [Link]/cms/index.php5?s=gfaw_gesellschaft&pid=3&spid=3&

36 CEDEFOP STUDY VISITS

BeRgaNg VoN DeR aLLgemeINeN UND BeRUfLICheN BILDUNg ZUm aRBeItsLeBeN

Den bergang Schule - Beruf zukunftsorientiert und nachhaltig gestalten

Gruppennummer: 6 antragsrunde 1 Art des Besuches: gemischt

themeNBeReIChe:

Frderung der Zusammenarbeit zwischen allgemeiner und beruflicher Bildung und Arbeitswelt

WARUM?

15/10/2012-19/10/2012 sindelfingen, Deutschland

Arbeitssprache:

Ein reibungsloser bergang von der Schule in den Beruf setzt einen nachhaltigen Ansatz bei der Berufswegeplanung und -begleitung voraus. Daher werden bereits ab Schulbeginn innovative Wege beschritten: kooperative Lernformen, Kinder und Technik, spezielle Integrations- und Sprachfrderungsangebote fr Eltern und Schler, Berufswegebegleitung sowie Bildungspartnerschaften im Sinne der Strategie Europa 2020. Durch die Zusammenarbeit mit zahlreichen Kooperations- und Sozialpartnern gelingt es unserer Schule, berdurchschnittliche Berufsbildungsziele zu erreichen, die auch zu unserer Zertifizierung und Rezertifizierung im Rahmen des Berufswahlsiegels Baden-Wrttemberg (BoriS) gefhrt haben.

Deutsch

WAS?

Anzahl der Teilnehmerpltze: 12 Erforderliche Mindestanzahl: 6

Schlsselwrter: Nachhaltige entwicklung schlsselkompetenzen sozialpartner

Die Teilnehmer werden Folgendes lernen: kooperative Lernmethoden in der Praxis; nachhaltige Integrations- und Sprachfrderungsangebote; wie Bildungspartnerschaften mit Unternehmen funktionieren knnen; wie Kooperations- und Sozialpartner sinnvoll und gewinnbringend eingebunden werden knnen; wie Berufswegeplanung initiiert und gelebt werden kann.

WIE?

Die Teilnehmer werden: die Anwendung kooperativer Lernmethoden im Klassenzimmer beobachten; Kooperations- und Sozialpartner der Schule kennen lernen; moderne Unternehmen (z.B. Mercedes-Benz-Werk) besichtigen, die Praktika und Ausbildungspltze fr unsere Schler/innen zur Verfgung stellen; den Erwerb von Schlsselkompetenzen im Sinne des Bildungsstandards BadenWrttembergs in Unterricht und Praxis beobachten.

WER?

organisator(en): WaRga Peter Eichholzschule (Grund- und Werkrealschule) Sindelfingen Theodor-Heuss-Str. 88-100 Sindelfingen, 71067 Tel. +49-7031 70 64 08-0 Fax +49-7031 70 64 08-19 Email: [Link]@[Link] Website: [Link] KNBL Barbara Eichholzschule (Grund- und Werkrealschule) Sindelfingen Theodor-Heuss-Str. 88-100 Sindelfingen, 71067 Tel. +49-7031 70 64 08-0 Fax +49-7031 70 64 08-19 Email: rektorat@[Link] Website: [Link]

Bildungsbeauftragte in Unternehmen, Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Leiter von Berufsberatungszentren, Bildungs- und Berufsbildungsinspektoren, Schulleiter, Lehreraus- und -fortbildner, Inhaber/Geschftsfhrer von kleinen und mittleren Unternehmen, Bildungs- oder Berufsberater, Vertreter der Industrie- und Handelskammern sowie der Handwerkskammern, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von Bildungsdienstleistern, Arbeitsmtern/-agenturen oder Beratungszentren, Vertreter von Arbeitgeberorganisationen und Interessenvereinigungen, Vertreter von rtlichen, regionalen und nationalen Behrden.

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[Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 37

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Easing transition to the job market: effective measures for reducing unemployment
Group No: 7 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Switzerland has the second lowest unemployment rate in Europe because various job market integration measures and bridging programmes have been developed and made available to job-seekers. Experience has shown that close cooperation between businesses, educational organisations, the Swiss State and cantons is extremely important for success.

3/12/2012-7/12/2012 Zurich, switzerland

Working language:

WHAT?

english

Participants will learn about: strategies and concepts for reducing unemployment rates in Switzerland; forms of cooperation between the Swiss State, cantons, businesses and educational establishments; successful programmes and measures for integration of young people and adults into the employment process.

Number of places: 15 Minimum required: 6

HOW?

Keywords: social inclusion young people

Participants will: visit advisory and placement agencies for job-seekers; meet advisors and coaches who work with job-seekers; visit foundations and institutions that offer bridging programmes; engage in discussions with experts and political decision-makers.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, human resource managers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

organiser(s): seoaNe Cristina ch Foundation for federal co-operation Dornacherstrasse 28A Solothurn, 4501 Tel. +41- 32 346 18 84 Fax +41- 32 34618 02 Email: studyvisits@[Link] Website: [Link]/ studienbesuche DoV Claire ch Foundation for federal co-operation Dornacherstrasse 28A Solothurn, 4501 Tel. +41- 323 46 18 92 Fax +41- 32 346 18 02 Email: studyvisits@[Link] Website: [Link]/ studienbesuche

WWW.
[Link]/studienbesuche

38 CEDEFOP STUDY VISITS

WoRKPLaCe LeaRNINg

Arts, entertainment and recreation

Apprenticeships for workplace learning in the creative and cultural sector and schools
Group No: 8 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work In the UK many young people leave education with a qualification but find it challenging to find employment. Employers find that young people cannot easily adjust to realities of the workplace. There is an evident skills gap and the UK government is currently focusing on developing more apprenticeships to overcome this. In Birmingham and the West Midlands, we have been working successfully with employers, young people and educational institutions to bridge this gap through apprenticeships. We have developed a collaborative approach for employers and young people. Creative Alliance has been working for 10 years on developing and delivering courses and qualifications for the creative and cultural sector to make young people more employable.

8/10/2012-12/10/2012 Birmingham, england, United Kingdom

Working language:

english

WHAT?

Number of places: 16 Minimum required: 8

Participants will learn about: Creative Alliances approach to designing learning programmes; how to develop a meaningful apprenticeship model within government frameworks; how to work collaboratively with employers, educational institutions and young people; how the programme equips apprentices with skills that make them employable.

HOW?
Keywords: apprenticeship skill needs young people

Participants will: visit organisations that employ creative apprentices; meet employers and apprentices; attend a workshop on how to apply the model to participants own situation.

WHOM?

organiser(s): BeRtZ Iris Creative Alliance Room 116, The Green House, Custard Factory, Gibb Street, Digbeth Birmingham, B9 4AA Tel. +44(0) 12 12 24 73 08 Email: info@[Link] Website: [Link] DUNNe Noel Creative Alliance Room 116, The Green House, Custard Factory, Gibb Street, Digbeth Birmingham, B9 4AA Tel. +44(0) 12 12 24 73 08 Email: info@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

WWW.
[Link]

CATALOGUE 2012/13 39

WoRKPLaCe LeaRNINg

Exploring best practices in workplace learning

Group No: 9 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The Valencian Employment Service Foundation is an entity which develops tasks supporting labour intermediation. Its aim is to improve employment opportunities of citizens living throughout the Valencia region. The current financial situation, which Europe is facing, requires that governments and entities take immediate and effective measures to support employment opportunities. Consequently, we favour lifelong learning, to improve workers possibilities of getting a job and keeping it through workplace learning. In the framework of lifelong learning, our organisation settles is a learning space. It plays a decisive role in applying and consolidating competences previously acquired and also in achieving new skills.

24/10/2012-26/10/2012 Valencia, spain

Working language:

english

WHAT?

Number of places: 12 Minimum required: 6

Participants will learn about: training programmes of outstanding companies that favour job opportunities and qualifications of workers; the AEDIPE association (Spanish association of management and human resources development) in the Valencia region; good practices in workplace learning and professional qualifications.

Keywords: apprenticeship work placement

HOW?

Participants will: attend meetings to exchange good practices on supporting workplace learning; visit human resources and training departments of companies that carry out programmes of workplace learning; observe different and innovative method of workplace learning.

WHOM?

Company training managers, directors of guidance centres, human resource managers, owners/managers of SMEs, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

La visita dar a conocer experiencias y estrategias sobre Aprendizaje en el lugar de trabajo de empresas de reconocido prestigio de la Comunidad Valenciana, mostrando buenas prcticas de formacin y cualificaciones profesionales. La Asociacin AEDIPE (entidad colaboradora de la Fundacin Servicio Valenciano de Empleo) aportar informacin sobre las empresas que destacan en sus planes de formacin en el lugar de trabajo. Se realizarn visitas a empresas que desarrollan actividades de formacin y planes de aprendizaje innovadores. A travs de estas visitas se considerarn enfoques relacionados con la contribucin de la formacin en la empresa a la mejora de los conocimientos, capacidades y competencias para el mercado de trabajo.
organiser(s): amoR BRaVo elias Fundacin Servicio Valenciano de Empleo C/San Vicente Mrtir 16, 5, 1 Valencia, 46002 Tel. 0034 963157575 Fax 0034 963157597 Email: e_amor@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]/educa/incual/ice_incual.html [Link] [Link]

40 CEDEFOP STUDY VISITS

WoRKPLaCe LeaRNINg

Helping SMEs to achieve business growth through coaching

Group No: 10 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Governments need to stimulate economic recovery and create new jobs. To achieve this, SMEs with growth potential and their managers need to be developed and supported. As a result of delivering projects sponsored by regional development agencies, government agencies and the EU, Exponential Training has developed expertise in supporting SMEs and their managers. Delivering programmes in Europe, Asia and Africa using simple, innovative and effective delivery methods, Exponential Training believes more countries should be using business coaching to support growth of SMEs as European and global markets develop.

5/11/2012-8/11/2012 Leicester, england, United Kingdom

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: the role, skills and competences required by a business coach; the challenges and barriers SMEs face, and use of business and management coaching as a development tool; the skills and challenges in a management and leadership role; the tools and techniques used by business coaches to develop and support managers and SMEs.

Keywords: innovative approaches leadership and management personalised learning

HOW?

Participants will: meet business coaches and companies that use business coaches to help them grow; visit the Chartered Management Institute and learn about its innovative continuous professional development services; identify how to support growth of SMEs and managers through action learning, coaching and use of a compendium of tools; explore how business coaching can be implemented in other EU countries to help achieve business growth.

WHOM?

organiser(s): mooRe John Exponential Training and Assessment The Bank, 22 Wood Street Earl Shilton, LE9 7NF Tel. +44(0) 14 55 84 50 71 Fax +44(0) 14 55 84 24 03 Email: john@[Link] Website: [Link] oaKes ashleigh Exponential Training and Assessment The Bank, 22 Wood Street Earl Shilton, LE9 7NF Tel. +441455 84 50 71 Fax +441455 84 24 03 Email: Ashleigh@exponentialtraining. com Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, human resource managers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations.

WWW.
[Link] [Link]

CATALOGUE 2012/13 41

INtegRatIoN of DIsaDVaNtageD gRoUPs INto the LaBoUR maRKet

Support systems for professional integration of people in difficulty

Group No: 11 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Located in the south of France, Toulouse is attractive for its quality of life and its aviation industry. There are an increasing number of job-seekers especially in rural areas. In response, public authorities have implemented systems adapted to support the social and labour market integration of these different groups. The centre for agricultural vocational training and promotion of Auzeville (Centre de formation professionelle et de promotion agricole - CFFPA) has been working more than 20 years on these issues for youth in academic failure, adults on conversion programmes, isolated women and short- and long-sentenced prisoners.

1/10/2012-5/10/2012 toulouse, france

Working language:

WHAT? english

Number of places: 12 Minimum required: 8

Participants will learn about: collective support systems for job-seekers; individualised monitoring actions for persons in difficultiy towards further social and labour market integration; an example of an integration programme; a training programme conducted in a prison.

HOW?
Keywords: disadvantaged groups social inclusion special needs

Participants will: meet people benefiting from specific support programmes; meet trainers, training managers and officials of regional programmes; visit the site of a prisoner integration programme on the banks of the Canal du Midi; observe classes at a specific building of the detention centre.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Afin de faire face aux difficults dinsertion socio-professionnelles de certaines catgories de publics de la Rgion Midi Pyrnes, les pouvoirs publics ont imagin et mis en place des actions et des dispositifs daccompagnement de ces publics. Ceux-ci prennent diffrentes formes (individuelle/collective) et sadressent des catgories de publics divers (femmes isoles, jeunes, seniors, dtenus). Le CFPPA dAuzeville met en uvre ces dispositifs et dispose de rsultats qui seront prsenter travers des visites de terrain, des changes avec les formateurs, la direction et des partenaires, des observations dinterventions en direction des publics concerns.

organiser(s): Jego Philippe CFPPA de Toulouse Auzeville Cit des sciences vertes, 2 routes de Narbonne, BP 72647 Castanet Tolosan, 31326 Tel. +33 561 00 39 64 Fax +33 561 00 39 78 Email: [Link]@[Link] Website: [Link]

WWW.
[Link]/menu-secondaire/dossiers/individualisation/[Link] [Link]/ [Link]/young_women.php

42 CEDEFOP STUDY VISITS

INtegRatIoN of DIsaDVaNtageD gRoUPs INto the LaBoUR maRKet

Getting Britain working The role of VET in active labour market policies
Group No: 12 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Following the economic downturn, the UK has implemented active labour market policies under the Get Britain working banner. Central to these is the work programme which provides vocational education and training (VET) for the unemployed to get them back to work. This programme is the largest active labour market intervention of its kind in Europe. During the visit there will be specific focus on how effective the programme is in supporting disadvantaged groups, the low skilled and young people. Getting the unemployed back to work is a major EU concern. The host has experience of many EU projects and would like the study visit to be a basis for future innovative partnerships.

19/11/2012-23/11/2012 exeter, england, United Kingdom

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: active labour market policies in the UK; VET provision and its link to work outcomes; assessment of unemployed individuals and their assignment to VET providers; innovative VET for unemployed disadvantaged groups, low skilled and young people (including those with a disability).

HOW?
Keywords: disadvantaged groups low skilled young people

Participants will: visit VET providers from private and voluntary sectors working with the disabled, young people and other disadvantaged and excluded groups; meet assessment and referral staff in Jobcentres and management level staff from organisations responsible for delivering the programme; observe VET classes for disadvantaged groups, low skilled and young people; visit a work club and meet social partners representatives.

WHOM?

organiser(s): DeaN andrew Marchmont Observatory, University of Exeter Heavitree Road Exeter, EX1 2LU Tel. +44(0) 13 92 26 49 25 Fax +44(0) 13 92 26 49 66 Email: [Link]@[Link] Website: [Link] NeILD Ben Marchmont Observatory, University of Exeter Heavitree Road Exeter, EX1 2LU Tel. +44(0) 13 92 26 48 50 Fax +44(0) 13 92 26 49 66 Email: [Link]@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, heads of departments, human resource managers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

WWW.
[Link] [Link] [Link]

CATALOGUE 2012/13 43

INtegRatIoN of DIsaDVaNtageD gRoUPs INto the LaBoUR maRKet

Agriculture, forestry and fishing

Meeting educational needs of the population in rural areas

Group No: 13 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Human capital is fundamental to agricultural development. EU and Greece spend a huge amount of money on educating and training people living in rural areas. Crete and specifically the regional unit of Rethymno and Psiloritis mountain, have many disadvantageous areas which need additional attention for two reasons. First, to prevent abandonment of rural areas through education and training of the local population, and second to create balanced development conditions on Crete island. The vocational educational training centre (KEKAPER) is located in Rethymno. Since 1997, it has implemented many educational programmes and training in the rural area of Rethymno. It would be useful for our centre and Crete as well, to create a model to help recognise the educational needs of school-leavers be they young or adults.

26/11/2012-30/11/2012 Rethymno, greece

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: adult learning key competences skill needs

Participants will learn about: the local and regional self-administrative system of Crete; educational needs of the local population; educational activities in Crete; educational programming of local and regional authorities; orientation of the agricultural sector in Crete; educational programmes for young people in the agricultural sector.

HOW?

Participants will: visit local and regional authorities; visit national, local and VET institutions; meet Greek teachers, trainers and students in rural areas; visit farms, schools, institutions and educational organisations.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, human resource managers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): PaNagIaRI maria IKY 1 Makri St. & Dion. Areopagitou Athens, 11742 Tel. +30- 2103726398 Fax +30- 2103221863 Email: studyvisits@[Link] mpanagiari@[Link] Website: [Link]

EE o . , . . T 1997 . , & .

WWW.
[Link] [Link] [Link] [Link] [Link]

44 CEDEFOP STUDY VISITS

INCReasINg attRaCtIVeNess of Vet

Using 3D technology to increase students motivation in workplace training

Group No: 14 Round 1 Type of visit: Vet
Encourage cooperation between the worlds of education, training and work

CategoRy of themes:

WHY?

12/11/2012-16/11/2012 Dabas, hungary

Working language:

VET content changes very fast as a result of technological development. Stereo 3D proved to be effective in VET areas needing high quality visualisation (for example, to show the internal parts of a functioning engine). This technology supports students in quicker acquisition and better retention of knowledge. The visit aims to show how 3D can be integrated into theoretical teaching and practical training. The host organisation, Orszgkzepe TISZK, a VET centre, was among the first training institutions in Europe to introduce stereo 3D technology into VET education through a Leonardo project called 4DSMILE aimed at introducing digital vocational curricula using 3D and 4D technology.

english

WHAT?

Number of places: 16 Minimum required: 8

Participants will learn about: methods of identifying relevant subjects that can be taught with 3D; management approaches to extend cooperation between schools and workplaces based on 3D technology; outlines of 3D projection technology from the user point of view; teaching techniques applied in a stereo 3D lesson.

Keywords: competences in science and technology innovative approaches work placement

HOW?

Participants will: visit schools that have successfully integrated 3D into everyday teaching; meet students and teachers with experience in using stereo 3D; participate in stereo 3D presentations; visit companies that use knowledge gained through 3D applications.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, representatives of chambers of commerce/ industry/crafts, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

A tanulmnyutat az j mdszerek / technolgik irnt nyitott, szakkpzsben rintett intzmnyvezetk, kutatk, kamarai s gyakorlati oktatsvezetk szmra ajnljuk, tartalma a sztere 3D technolgia oktatsi s gyakorlati alkalmazsa. A tapasztalatcsere kevss fkuszl a 3D technolgiai vonatkozsaira, sokkal inkbb az alkalmazs olyan kzzel foghat gyakorlati elnyeire, mint a 3D szakkpzsi hasznlatnak rtelme s kimenete; az alkalmazs bevezethetsgnek felttelei vagy a sztere 3D gyakorlati, vllalati kpzsen val felhasznlsnak mdjai. A tanulmnyt tovbb eslyt ad arra, hogy ms eurpai j gyakorlatokat is megismerjenek a rsztvevk s a szervezk.

organiser(s): haLsZ Jzsef Orszgkzepe TISZK 107, Jzsef Attila Dabas, 2370 Tel. +36-30 740-87-44 Fax +36-29 560-671 Email: jhalasz@[Link] Website: [Link]

WWW.
[Link] [Link]/koszonto_en.php

CATALOGUE 2012/13 45

ReNfoRCemeNt De LattRaIt De LeNseIgNemeNt et De La foRmatIoN PRofessIoNNeLs

Linsertion professionnelle De la salle de classe au march du travail

Numro de groupe: 15 Phase 1 Type de visite: efP

CatgoRIe thmatIqUe: POURQUOI?

Encourager la coopration entre les mondes de lducation, de la formation et du travail Afin doptimiser leur motivation pour lapprentissage de la profession choisie et favoriser linsertion professionnelle des tudiants, le lyce professionnel Atanas Burov mne des projets de mobilit dans le cadre de Lonardo. La ralisation de stages professionnels en France comme Dvelopper et enrichir les comptences pratiques et lutilisation des nouvelles technologies dans le domaine du commerce, Lexprience de lEurope touristique - pratiquer pour motiver est dcisive pour lintgration des jeunes sur le march du travail, lexpansion de leur vision du monde et leur ouverture au travail et aux autres. Les participants la mobilit sont significativement plus motivs par lapprentissage des disciplines professionnelles, des connaissances thoriques et des langues trangres.

19/11/2012-23/11/2012 silistra, Bulgarie

Langue de travail:

QUOI?

franais

Nombre de places: 12 Minimum requis: 5

Mots cls: communication dans une langue trangre orientation tout au long de la vie stage

Le participant dcouvrira: les dispositifs pour valoriser les filires professionnelles; nos mthodes dinformation sur les professions et sur lenseignement professionnel; des pratiques innovantes et des outils pdagogiques dorientation tout au long de la vie; lorganisation des cours interactifs et lutilisation de la simulation comme moyen de faciliter la transition de la salle de classe au march de travail; lutilisation des TICE dans lenseignement professionnel pour lapprentissage des langues vivantes, la formation et lvaluation distance; lidentification des liens entre scolarit, monde professionnel, connaissance des mtiers, itinraire de formation et insertion.

COMMENT?

Le participant: visitera des tablissements proposant des dispositifs denseignement professionnel; observera des pratiques en classes; visitera des entreprises de diffrents secteurs avec lesquelles notre lyce est en relations contractuelles et o nos tudiants effectuent leur stage professionnel; rencontrera des professionnels dorientation, des responsables des stages et des tuteurs des stagiaires.

POUR QUI?

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, de centres de validation, inspecteurs denseignement et de formation professionnels, propritaires/administrateurs de PME, conseillers pdagogiques ou dorientation, reprsentants dorganisations demployeurs.

BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL:

organisateur(s): mILUsheVa Dochka Lyce professionnel de gestion, administration et services Atanas Burov 121, [Link] Silistra, 7500 Tel. 00359 86 82 18 59 Fax 00359 86 82 18 59 Email: lycee_bg@[Link] Website: [Link] pgsuau/

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[Link] [Link]/fr_version/pages//8@ vesela%[Link] [Link]/upload/presse/[Link]

46 CEDEFOP STUDY VISITS

steIgeRUNg DeR attRaKtIVItt VoN BeRUfsBILDUNg

Imageverbesserung und Aufwertung der beruflichen Bildung in Europa ...aber wie?

Gruppennummer: 16 antragsrunde 1 Art des Besuches: Berufsbildung

themeNBeReIChe:

Frderung der Zusammenarbeit zwischen allgemeiner und beruflicher Bildung und Arbeitswelt

WARUM?

21/1/2013-25/1/2013 Poitiers, france

Arbeitssprache:

Im Auftrag des franzsischen Erziehungsministeriums hat die ESEN die Aufgabe, die franzsischen Fachschulinspektoren mit den bedeutenden europischen Erziehungsproblematiken zu konfrontieren und sie mit anderen europischen Fhrungskrften in Kontakt zu bringen. Das ESEN gehrt zu einem Bildungscluster, welches sich in dem Freizeitpark Futuroscope befindet, zu dem u.a. auch das nationale Zentrum fr Fernunterricht, eine Ingenieurschule sowie eine Berufsschule gehren. Die Teilnehmer werden whrend dieses Studienbesuches das franzsische Berufsschulwesen kennenlernen und darber nachdenken, wie man das Image dieses Schulwesens in Europa verbessern kann.

Deutsch

WAS?

Anzahl der Teilnehmerpltze: 15 Erforderliche Mindestanzahl: 7

Schlsselwrter: europisches Leistungspunktesystem fr die Berufsbildung (eCVet) Praktikum Unternehmerische Kompetenz

Die Teilnehmer werden Folgendes lernen : das berufliche Schulwesen: insbesondere wird hier auf Unterrichtsmethoden, Kontakte mit den Betrieben, Stellenwert des Praktikums, Berufseinstieg sowie auf die Berufsfhigkeit eingegangen; die verschiedenen politischen Ausrichtungen des beruflichen Schulwesens in den vertretenden Lndern; die Strategien und Aktionsplne, die in den verschiedenen europischen Lndern eingesetzt werden, um das berufliche Schulwesen aufzuwerten und sein Image zu verbessern.

WIE?

Die Teilnehmer werden : mit den anderen Teilnehmern vor und nach dem Studienbesuch ber eine Internetplattform und Email Informationen austauschen; Vortrge ber das berufliche Schulwesen in Frankreich und anderen europischen Lndern hren; an Arbeitsgruppen teilnehmen, in denen Ideen und Vergleichsanalysen ausgetauscht werden; berufsbildende Schulen besichtigen; Vertreter der Arbeitswelt treffen (Betriebe, Behrden).

WER?

Bildungsbeauftragte in Unternehmen, Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Bildungs- und Berufsbildungsinspektoren, Inhaber/Geschftsfhrer von kleinen und mittleren Unternehmen, Vertreter der Industrie- und Handelskammern sowie der Handwerkskammern, Vertreter von Bildungsdienstleistern, Arbeitsmtern/-agenturen oder Beratungszentren, Vertreter von Arbeitgeberorganisationen und Interessenvereinigungen, Vertreter von rtlichen, regionalen und nationalen Behrden.

KURZe BesChReIBUNg Des BesUChes IN DeR sPRaChe Des gastgeBeNDeN LaNDes:

organisator(en): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Oprateur du Ministre, lEcole Suprieure de lEducation Nationale, situe sur le ple de formation du site du Futuroscope, veut amener les cadres franais en formation de lenseignement professionnel souvrir sur des cadres europens, pour quils rflchissent ensemble amliorer limage de lenseignement professionnel. Le participant la visite dtude dcouvrira lenseignement professionnel franais, mais aussi celui des autres pays europens reprsents (stratgies, spcificits, mthodes et outils). Lemploi du temps sera partag entre prsentations des systmes, groupes danalyse et de rflexion et dplacements dans des lyces professionnels et des entreprises.

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CATALOGUE 2012/13 47

soCIaL PaRtNeRs CoNtRIBUtIoN to LIfeLoNg LeaRNINg

The role of social partners in VET

Group No: 17 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work In ongoing development of VET social partners play an important role. The key is to meet the needs of the future with a skilled workforce. To achieve this cooperation between VET institutions and working life is crucial. Different sectors choose various ways of strengthening VET. In Stockholm there is a big variety of enterprises, national agencies and organisations for social partners. The unit for vocational education and training at the International Programme Office will coordinate the visit due to its good connections with the abovementioned actors. The visit will focus on concrete examples and cooperation initiatives between social partners.

15/10/2012-19/10/2012 stockholm, sweden

Working language:

WHAT?

english

Number of places: 16 Minimum required: 8

Participants will learn about: national initiatives of cooperation in different sectors; central social organisations; regional cooperation between VET institutions and social partners.

HOW?

Keywords: education and training attainment skill needs social partners

Participants will: visit national, regional and local VET institutions with strong cooperation experience between VET and working life; meet stakeholders, representatives at national, regional and local levels, students and teachers involved.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of employers organisations, representatives of trade unions.

organiser(s): LaNDfeLDt Bengt International Programme Office for Education and Training Kungsbroplan 3A, 2nd floor Stockholm, 104 22 Tel. +46(0)8 453 72 64 Fax +46(0)8 453 72 01 Email: [Link]@ [Link] Website: [Link]

WWW.
[Link]/home/lo/[Link]/unidview/e2a56001e93D5f3eC1256e760040952D [Link]/english/ [Link]/templates/index_en____1122.aspx [Link]/templates/Page____390.aspx [Link]/tya/in_english/tya_english.asp

48 CEDEFOP STUDY VISITS

BeItRag DeR soZIaLPaRtNeR ZUm LeBeNsLaNgeN LeRNeN

sterreichische Gewerkschaftsschule Lehrgang fr Engagement in der Zivilgesellschaft

Gruppennummer: 18 antragsrunde 1 Art des Besuches: allgemeine Bildung

themeNBeReIChe:

Frderung der Zusammenarbeit zwischen allgemeiner und beruflicher Bildung und Arbeitswelt

WARUM?

22/1/2013-25/1/2013 Linz, sterreich

Arbeitssprache:

Deutsch

Anzahl der Teilnehmerpltze: 18 Erforderliche Mindestanzahl: 8

Die Gewerkschaftsschule ist europaweit ein einzigartiges Bildungsangebot ber 2 Jahre fr politische Bildung und Engagement in der Brger- und Zivilgesellschaft. Sie richtet sich in erster Linie an Arbeitnehmer-VertreterInnen (gewhlte BetriebsrtInnen) und Gewerkschaftsmitglieder, und fordert sie auf als aktive StaatbrgerInnen ihr Engagement fr Demokratie, Gerechtigkeit und Solidaritt an ihrem Arbeitsplatz und in ihrer Lebensumgebung zu leben. Die Pdagogik ist geprgt von der Idee des selbstbestimmten Lernens als Individuum und in Gruppen. Emanzipatorisches Lernen ist Ziel und Methode, Persnlichkeits- und Demokratieerziehung stehen im Mittelpunkt. Die TeilnehmerInnen leisten eine individuelle Themenarbeit und eine kollektive Gruppenarbeit. Der Name kommt daher, weil der GB als wichtiger Sozialpartner diese Ausbildung zur Gnze bezahlt. Linz wurde als Veranstaltungsort gewhlt, weil hier ein Zentrum der Entwicklung der Gewerkschaftsschule ist. Der Veranstalter ist Organisator der Gewerkschaftsschule in Obersterreich.

WAS?

Schlsselwrter: Personalisiertes Lernen soziale Kompetenz und Brgerkompetenz sozialpartner

Die Teilnehmer werden Folgendes lernen: Inhalte und Ziele der Gewerkschaftsschule; Pdagogik und Didaktik: Gruppenprozesse, Themenarbeiten, Projektarbeiten; die Organisation der Gewerkschaftsschule von der: Bewerbung, Infoabende, Semesterplne, Trainings, Kongress, Lernwerkstatt, Bildungsreise, Rekrutierung von ReferentInnen, TrainerInnen und Coaches, bis zur Zertifikatsverleihung am Ende eines Lehrganges; die Auswirkungen dieser Ausbildung im Leben der TeilnehmerInnen.

WIE?

Die Teilnehmer werden: sich zu Gesprchen mit den wichtigsten Akteuren ReferentInnen, TrainerInnen und Coaches treffen; sich mit AbsolventInnen der Gewerkschaftsschule treffen; eine Gewerkschaftsschule vor Ort besuchen und Gesprch mit TeilnehmerInnen fhren.

WER?

Bildungsbeauftragte in Unternehmen, Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von Arbeitnehmerorganisationen und Interessenvereinigungen, Forscher.

organisator(en): WaLL-stRasseR Josef GB Obersterreich Weingartshofstr. 2 Linz, 4020 Tel. +43732 66 53 91-6013 Fax +43732 66 53 91-6099 Email: [Link]-strasser@[Link] Website: [Link]

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[Link] [Link]

CATALOGUE 2012/13 49

soCIaL PaRtNeRs CoNtRIBUtIoN to LIfeLoNg LeaRNINg

Coordinated community-based learning as a tool to engage learners

Group No: 19 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work In the UK many people choose not to engage in formal education due to reasons of low self-confidence and encountered set backs. An informal community-led approach leads to engagement, improved confidence/quality of life and a stepping stone to more formal learning. Hemel Hempstead has a strong network of community learning providers, who come together in a learning partnership. Through an innovative local approach to corporate social responsibility, the host institution effectively engages the business community in providing support to learners facing social exclusion. The companies we work with see a business case for providing support through volunteering, mentoring and expertise transfer. Dacorum Council for Voluntary Service (CVS) provides learning opportunities, both accredited and non-accredited. The visit will showcase this activity and outline how it fits into a local coordinated approach.

11/2/2013-15/2/2013 hemel hempstead, england, United Kingdom

Working language:

english

WHAT?

Number of places: 14 Minimum required: 8

Keywords: disadvantaged groups personalised learning social inclusion

Participants will learn about: benefits of a multiagency coordinated approach to delivery and planning of learning; community learning subject courses to engage socially excluded groups (language, music, arts and crafts, computers); working with the business community to develop team volunteering, mentoring and expertise.

HOW?

Participants will: visit community-based venues and local businesses; observe tutors and meet learners; meet Dacorum learning partnership members and discuss delivery tools and methods.

WHOM?

organiser(s): mItCheLL mark Community Action Dacorum 48 High Street Hemel Hempstead, HP1 3AF Tel. +44(0) 14 42 25 39 35 Fax +44(0) 14 42 23 97 75 Email: mark@ [Link] Website: www. communityactiondacorum. [Link] INayat musarat Community Action Dacorum 48 High Street Hemel Hempstead, HP1 3AF Tel. +44(0) 14 42 25 39 35 Fax +44(0) 14 42 23 97 75 Email: musarat1@ [Link] Website: www. communityactiondacorum. [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, owners/managers of SMEs, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

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[Link] [Link] [Link]/ [Link]

50 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Cooperation and communication between local authorities and NGOs to meet labour market needs
Group No: 20 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Students need to acquire skills and competences for transition from school to working life and that satisfy the changing needs of the labour market, especially digital competences. Nevsehir Governorship is the decision-maker responsible for education policies and their implementation in the province. We use a system (including surveys, questionnaires) for analysing changes and trends of the labour market. The results obtained are discussed with NGOs, companies and educational institutions to find solutions and innovative approaches, such as modules and workflows among institutions to adapt to requirements of the community-wide labour market.

10/9/2012-14/9/2012 Nevsehir, turkey

Working language:

WHAT? english

Number of places: 15 Minimum required: 5

Keywords: adult learning innovative approaches leadership and management

Participants will learn about: strengthening cooperation between education providers and decision-makers of the labour market; working and learning periods result from continuous and active cooperation between vocational and adult education institutions, local authorities and NGOs; developing a model vocational and adult education strategy with related institutions and their roles in vocational education to satisfy the needs of partners; ensuring better employment for vocational school graduates through vocational education systems in participants countries.

HOW?

Participants will: meet the Governor of Nevsehir, Mayor of Nevsehir and representatives of the strategical development unit, head of chamber of commerce and representatives of the research and development unit; participate in information sessions at a university and vocational high school; observe workers at the workplace; visit adult training centres.

WHOM?

Directors of education and vocational training institutions, centres or providers, heads of departments, human resource managers, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): eRIm ali Kemal Nevsehir Governorship Hukumet Kona Kat 1 Nevsehir, 50100 Tel. 0090 38 42 12 35 17 Fax 0090 38 42 12 35 17 Email: bilgi@[Link] Website: [Link], [Link]

Kurumlar arasndaki ibiriliini gelitirmek iin en etkili unsurlar yeni sertifika programlarn, i gc piyasasnda istihdam sorunlarna ynelik ihtiya analizlerini, staj, ii ve iveren arasndaki ibirliine mesleki eitimin roln ve teknik kayt tutma sistemini gelitirmek iin bu konulardaki en iyi uygulamalardr. Nevehirde kurumlar arasnda uygulanan; igc piyasasndaki deiiklikleri ve trendleri, mesleki ve yetikin eitiminin roln, staj sistemini, mesleki ve yetikin eitimi veren kurumlarla yerel ynetim ve STKlar arasndaki ibirliini gelitirme yollarn analiz eden bir system mevcuttur. Bu kurumlar toplumsal boyutta i gc piyasasnn gereksinimlerine uyum salamak iin birimler ve kurumlar aras alma dngs zerine odaklanmaktadrlar.

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CATALOGUE 2012/13 51

CooPRatIoN eNtRe Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN, Les eNtRePRIses et Les CommUNaUts LoCaLes

Ressources territoriales et nouvelles professions dans la province de Sienne

Numro de groupe: 21 Phase 1 Type de visite: efP

CatgoRIe thmatIqUe: POURQUOI?

Encourager la coopration entre les mondes de lducation, de la formation et du travail En rponse dimportants changements sociaux et conomiques survenus dans le sud de la rgion, la Province de Sienne a conu un projet de reconversion professionnelle. En oprant notamment un passage du thermalisme social vers le thermalisme touristique et de bien-tre et en exploitant lensemble des ressources territoriales, les savoir-faire humains et les rseaux dentreprises, les autorits locales ont su donner une nouvelle impulsion. Pour dvelopper ces activits, de nouvelles comptences professionnelles et les formations adquates ont d tre dfinies. La Sfinge, organisme de formation professionnelle travaillant avec les autorits provinciales de Sienne, a une connaissance approfondie des ressources locales et une bonne exprience auprs de ses entreprises.

10/9/2012-14/9/2012 Chiusi, Italie

Langue de travail:

franais

QUOI?

Nombre de places: 15 Minimum requis: 8

Mots cls: besoins de comptences dveloppement durable esprit dentreprise

Le participant dcouvrira: le processus de reconversion conomique, sociale et professionnelle mis en uvre dans la rgion: un modle de dveloppement durable capable de renforcer la comptitivit et la cohsion sociale et de soutenir lemployabilit; les parcours stratgiques et formatifs ns partir du projet de dveloppement intgr; comment cette reconversion entrepreneuriale sest traduit dans le concret et comment lexprience, dsormais assez forte, peut permettre de mieux planifier les stratgies futures; des expriences similaires menes dans les pays reprsents dans le groupe.

COMMENT?

Le participant: visitera des entreprises impliques dans le projet, notamment des structures thermales; rencontrera les responsables des institutions culturelles, des organismes de promotion touristique, des tablissements thermaux et des rseaux impliqus dans le projet ; rencontrera des reprsentants des autorits locales, provinciales et rgionales impliques dans le projet dont les responsables de la Direction Provinciale de la Formation et le dlgu au thermalisme; changera sur les diffrents modles de reconversion professionnelle prsents dans le groupe.

POUR QUI?

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, responsables des ressources humaines, propritaires/administrateurs de PME, conseillers pdagogiques ou dorientation, reprsentants de chambres de commerce/dindustrie/dartisanat, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants des autorits locales, rgionales et nationales.

BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL:

organisateur(s): meNeghINI giordano La Sfinge srl via della Fontina, 2 Chiusi (si), 53043 Tel. +39-0578 232 11 Fax +39-0578 23 22 25 Email: info@[Link] Website: [Link]

La visita propone il viaggio attraverso un sistema territoriale, il sud della provincia di Siena, cercando di analizzarne peculiarit e vocazioni. In rapporto agli obiettivi di sviluppo e rilancio turistico e culturale, alla evoluzione del mercato del lavoro e delle professioni ed in relazione agli specifici fabbisogni d istruzione e formazione, verr analizzato un sistema su cui la crisi economica ha pesato fortemente e che sta cercando di reinventarsi mediante la valorizzazione del proprio patrimonio termale, culturale e naturalistico.

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52 CEDEFOP STUDY VISITS

CooPRatIoN eNtRe Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN, Les eNtRePRIses et Les CommUNaUts LoCaLes

Arts, spectacles et activits rcratives

La prservation des savoir-faire en Europe

Numro de groupe: 22 Phase 1 Type de visite: efP

CatgoRIe thmatIqUe: POURQUOI?

Encourager la coopration entre les mondes de lducation, de la formation et du travail Lobjectif de cette rencontre est dchanger autour des savoir- faire pointus et spcifiques aux s techniques. mtiers de la mode, caractriss par des approches artistiques et des Nous voulons surtout susciter la rflexion autour de ces mtiers en perdition et encourager les synergies entre les organismes de formation, les artisans et les entreprises. La catgorie des Arts appliqus de la Haute Ecole Francisco Ferrer et principalement les sections stylisme-Modlisme et arts du tissu sont particulirement actives dans des projets et des collaborations entre les diffrents organismes de formation, des entreprises et des communauts locales. A travers cette visite, la Haute Ecole Francisco Ferrer mettra en lumire les artisans Bruxellois rputs pour leur savoir-faire et soucieux de communiquer la passion et la vocation de leur mtier. Les dfis sont la transmission des savoir-faire et des comptences artistiques et techniques aux gnrations futures, afin que ces mtiers perdurent.

10/9/2012-13/9/2012 Bruxelles, Belgique

Langue de travail:

franais

Nombre de places: 12 Minimum requis: 6

QUOI?

Mots cls: apprentissage besoins de comptences programmes dtudes et de formation

Le participant dcouvrira: les savoir-faire dexcellence des artisans bruxellois; le moyen de crer des synergies entre organismes de formation, artisans et entreprises; diffrentes techniques et approches artistiques locales (telles que la dentelle, la chapellerie, la passementerie, etc.).

COMMENT?

Le participant: visitera les ateliers de la maroquinerie Delvaux ainsi que les ateliers de jeunes crateurs belges; rencontrera des matres artisans et des spcialistes de lenseignement professionnel qui tmoigneront de la transmission des savoir-faire aux jeunes gnrations; analysera et changera sur les divers aspects mis en place dans les systmes ducatifs pour prserver les savoir-faire en perdition; participera des ateliers sur des savoir-faire locaux et ralisera une production personnelle.

POUR QUI?

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, chefs de dpartements, reprsentants de chambres de commerce/dindustrie/dartisanat, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants dorganisations demployeurs, reprsentants des autorits locales, rgionales et nationales, chercheurs.

organisateur(s): CamPoURIDes Litsa Haute Ecole Francisco Ferrer Rue de la Fontaine, 4 Bruxelles, 1000 Tel. 0032 22 79 58 50 Fax 0032 22 79 58 59 Email: [Link]@[Link] Website: [Link]

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CATALOGUE 2012/13 53

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Adapted professional training programmes for employees in middle management

Group No: 23 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The existence of the National Institute for Professional Training proves the importance of lifelong learning. Each enterprise has to report annually on their training. Employers need offers that match their needs, fulfil legal prescriptions and constantly exchange with training institutions to assure a well-defined offer. The IUIL, a Luxembourgish training institution will present a quality assurance system they developed and implemented, including tools developed to monitor each step of the process: analysis of needs; conception of adapted training programmes in cooperation with different partners and an intensive evaluation phase. In recent times social competences became important, so they added development reports and specific interviews to their training. The next big challenge is validation of non-formal and informal learning. Several institutions have made the first steps, and others have to join this process.

17/9/2012-21/9/2012 munsbach, Luxembourg

Working language:

english

WHAT?

Number of places: 15 Minimum required: 6

Keywords: learning outcomes quality assurance validation of non-formal and informal learning

Participants will learn about: methods to develop programmes adapted to the needs of learners as well as companies; a quality assurance system to improve training for middle management employees in enterprises and institutions; organisation of professional training including its legal obligations; ways to implement development of social competences in training; approaches to introduce a system of validation of non-formal and informal learning.

HOW?

Participants will: visit VET centres in Luxembourg; meet and talk to decision-makers, entrepreneurs and learners as well as key representatives of VET training institutes; discuss training for middle-management-level; debate with stakeholders from training institutions the opportunities for validation of nonformal and informal learning.

WHOM?

Company training managers and human resource managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, validation or accreditation centres, educational and vocational training inspectors, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): RffeR stefanie Institut Universitaire International Luxemburg (IUIL) 31, rue du Parc Munsbach, 5374 Tel. +352 26 15 92 56 Fax +352 26 15 92 28 Email: [Link]@[Link] Website: [Link]

Le Luxembourg accueille chaque jour 150 000 travailleurs transfrontaliers. Ce contexte international influence la formation continue. Les entreprises ont lobligation de permettre leurs employs de participer une formation et doivent rdiger des rapports annuels pour lInstitut National de Formation Professionnelle Continue. Les employeurs veulent disposer doffres de formations continues adaptes. En tant quinstitut de formation continue, lIUIL a dvelopp une dmarche pour rpondre aux besoins des entreprises et de leurs collaborateurs offrant ainsi des programmes de formation de qualit. La dmarche est rgulirement adapte afin de bien rpondre aux besoins du march.

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54 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Towards better cooperation between schools, companies and local communities

Group No: 24 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work To make education and training more relevant to the world of work, it is necessary to encourage dialogue between education and training institutions at all levels from schools to vocational, adult and higher education institutions and partners in the labour market, more specifically enterprises and employers. As highlighted in the Europe 2020 strategy, partnership between the world of enterprise and different levels and sectors of education, training and research can help to ensure better focus on the skills and competences required in the labour market and on fostering innovation and entrepreneurship in all forms of learning.

24/9/2012-27/9/2012 Breda, the Netherlands

Working language:

WHAT? english

Number of places: 15 Minimum required: 8

Participants will learn about: examples of good practice on cooperation between government, education institutes and business; the Dordrecht knowledge park, a joint initiative of Dordrecht City Council, Da Vinci College, and three local secondary schools which provide young talent to local business.

HOW?

Keywords: skill needs social partners

Participants will: visit schools; visit companies; visit local government; attend presentations and workshops; discuss and reflect on transferability of best practices.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, heads of departments, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): NafZgeR Joop CINOP P.O. Box 1585 s-hertogenbosch, 5200 BP Tel. +31- 610 01 58 81 Fax +31- 736 12 34 25 Email: jnafzger@[Link] Website: [Link] VaN oPstaL tonnie CINOP P.O. Box 1585 s-hertogenbosch, 5200 BP Tel. +31- 736 80 07 65 Fax +31- 736 12 34 25 Email: topstal@[Link] Website: [Link]

Het is van het grootste belang dat het huidige beroepsonderwijs aansluit bij de arbeidsmarkt. Om dit te bereiken, is het noodzakelijk om de dialoog tussen de opleidingsinstellingen en bedrijven op alle niveaus te stimuleren. Zoals is aangegeven in Europa 2020, zijn partnerschappen tussen stakeholders in het beroepsonderwijs en in het bijzonder de betrokkenheid van sociale partners in het ontwerp, de organisatie, de levering en de financiering van beroepsonderwijs een voorwaarde om te voorzien in de behoeften van de arbeidsmarkt. Partnerschappen kunnen kunnen bijdragen aan een betere focus op de vaardigheden en competenties die nodig zijn op de arbeidsmarkt. Tevens zal dit de innovatie en ondernemerschap in alle vormen van leren bevorderen.

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Learning cities: from theory to practice

Group No: 25 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work A learning city is a big or small city or region able to mobilise and organise all its resources in various sectors, to develop and improve citizens potential. It promotes personal growth, social cohesion, wellbeing and prosperity. It spreads the concept of learning in its wider meaning, develops local cooperation between different sectors and encourages citizens to take part in education. It involves economical, political, educational, cultural and environmental institutions, such as local authorities, educational bodies (schools or associations acting in formal and non-formal education fields), social services, enterprises or cultural associations. Key stakeholders (decision-makers, teachers and directors; universities and their research departments; private learning centres for adults, etc.) set aims, support initiatives, adapt methods and transform theory into practice. Our institution and the Municipality of Udine are involved in a project Xploit to develop our city into a learning city.

25/9/2012-27/9/2012 Udine, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Keywords: adult learning innovative approaches

Participants will learn about: tools to encourage the community to become a learning community through participation of citizens; initiatives to get support from local industries and companies to increase quality of activities offered; research centres for lifelong learning in universities and lifelong learning centres (such as adult education providers, third age universities, civic centres, associations and libraries).

HOW?

Participants will: atttend a conference on learning cities held by experts and researchers; visit different lifelong learning centres and innovative vocational institutions; meet local stakeholders and decision-makers involved in a wider project for transforming Udine into a learning city.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, heads of departments, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

La Citt che apprende connette le strutture economiche, politiche, didattiche e culturali per lo sviluppo culturale e sociale della popolazione. Essa espande lapprendimento nel pi ampio senso del termine, sviluppa la cooperazione locale tra i vari settori, sostiene ed incoraggia cittadini ed imprenditori a partecipare allistruzione per raggiungere gli obbiettivi di una generale espansione economica. Offriremo ai partecipanti opportunit di approfondimento, discussione, scambio di buone prassi e metodologie innovative per portare lidea di una Citt che apprende dalla teoria alla pratica. Verranno chiamati a confrontarsi sul tema esperti e amministratori locali.
organiser(s): Raso giuseppina Universit delle LiberEt del FVG via Napoli 4 Udine, 33100 Tel. +39-0432 29 79 09 Fax +39-0432 29 70 33 Email: libereta@[Link] Website: [Link]

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Human health and social work activities

Ideas of Tomas Bata for the education system in the 21st century
Group No: 26 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The host of this visit are the secondary nursing school and higher school of nursing in Zlin. They eucate nursing assistants and nurses and cooperates closely with the town hospital, mostly through practical training. The hosts embrace the ideas of Thomas Bata, the founder of Bata shoes company at the beginning of the 20th century. Thomas Bata was inspired by Taylors theory and functionalism and believed in the following principles: close cooperation of theory and practice, positive approach to work, work/job discipline, responsibility at work, mastering of knowledge and skills. He supported his employeeee education, welfare and social advancement and emphasised rationality and intensity of the working process. As the mayor of Zlin (1923-32), Bata introduced a public education system reform and implemented a programme of experimental education focusing on links between education and practice. Learning foreign languages was one of the core activities of this programme. The aim of this visit is to compare Batas experimental education to todays teaching practice.

2/10/2012-5/10/2012 Zlin, Czech Republic

Working language:

english

Number of places: 12 Minimum required: 6

WHAT?

Keywords: language skills work placement

Participants will learn about: how organisation of the professional education programme influences interaction between theory and practice; efforts to bridge the gap between theoretical knowledge in secondary schools and practical training in hospitals; Batas pillars of the educational system and his legacy; methods and new approaches to teaching a foreign language.

HOW?

Participants will: observe teachers work in the classroom and visit training institutions; visit secondary schools that have connections with the real world of work; attend a seminar at Tomas Bata University; walk in the footsteps of Tomas Bata and Jan A. Bata in Zlin; compare teaching styles of English in our country.
organiser(s): sLoVK Jan Secondary and Higher Nursing School Zln (Stedn zdravotnick kola a V0Z Zln) Broukova 372 Zln, 76001 Tel. +420 577 00 81 33 Fax +420 577 00 81 11 Email: [Link]@[Link] Website: [Link] KoLNKoV Libue Secondary and Higher Nursing School Zln (Stedn zdravotnick kola a V0Z Zln) Broukova 372 Zln, 76001 Tel. +420 728 74 53 63 Fax +420 577 00 81 11 Email: libikolinkova@[Link] Website: [Link]

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Vzor Tome Bati v systmu vzdlvn - zk propojen teorie, praxe a vchovy. Clem nvtvy je vymnit si zkuenosti o propojovn teoretick vuky s prax a diskutovat o pnosech tohoto zpsobu vzdlvn. Tom Baa tvrdil, e pro lep uplatnitelnost absolvent je teba klst draz na spoluprci kol s prax a byl take zastncem prohlubovn jazykovch dovednost. Chceme it jeho mylenky a jt v jeho lpjch. A pomoci touto cestou zkvalitnit vzdlvac pstupy na stednch kolch.

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Improving personal skills by cooperating with educational and business institutions

Group No: 27 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Our school is a technical (industrial, commercial and architectural design) and vocational (artistic) high school for 13 to 18 year-olds. We support our students in planning their futures from the start of secondary school. We develop partnerships between VET providers, businesses, social and cultural actors and creative industries to increase employability skills and business competences of our students. We encourage dialogue between education and training institutions at all levels, for example by creating a network with the Italian employers federation, local employment agencies and private companies. We promote and create European networks to develop learners key competences and innovative approaches to education and training.

8/10/2012-12/10/2012 Cerreto sannita, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: entrepreneurship european credit system for vocational education and training (eCVet) innovative approaches

Participants will learn about: how to implement VET and create networks with the labour market according to new Italian policy; policies to develop key competences, creativity and innovation and new approaches to learning and teaching; vocational training offered by education institutions in close cooperation with employers; how to simplify validation and recognition of work-related skills and knowledge acquired during a stay in another country through use of European credit system for vocational education and training (ECVET).

HOW?

Participants will: present their countries policies regarding cooperation between schools, VET institutions and the labour market; observe our practical work in laboratories (such as ceramic activities, electric panels activities); visit local companies and talk to their heads.

WHOM?

Company training managers and human resource managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BIoNDI mariantonietta Istituto Superiore Garafa Giustiniani via L. Sodo, 2 Cerreto Sannita (bn), 82032 Tel. +39-0824 86 11 02 Fax +39-0824 86 03 89 Email: bnis022003@[Link] Website: [Link]

L IIS Carafa-Giustiniani , tra i pi importanti del territorio, offre una scelta diversificata di percorsi di studi e attivit extrascolastiche. Si pone come centro formativo che coinvolge alunni, famiglie, enti locali, Comuni, aziende. Ha gi sperimentato con successo lo svolgimento di diverse attivit formative, dal consolidamento dei rapporti e delle collaborazioni a unelevata integrazione, allinterno di una comunit diversificata per estrazione sociale, interessi e propensione alla vita scolastica. LIstituto con la realizzazione del progetto ha lintento di creare una rete europea che permetta un trasferimento di competenze e conoscenze.

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Accommodation and food service activities

School-based apprenticeship Improving employability skills of young people

Group No: 28 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The new Law of National Education issued in January 2011, creates a framework for developing partnerships between education and training providers and social partners to promote a learning environment that helps students to be in contact with real world demands. Vocational schools from Vlcea county are offering school-based apprenticeships and traineeships in private facilities to increase employability skills of young people by developing school curricula in the accommodation and food service fields. Agreements between schools and local restaurants/hotels/companies, allow students to prepare for future jobs and increase their employability. Vlceas county School Inspectorate would like to share experiences and good practice with participants.

8/10/2012-12/10/2012 Rmnicu Vlcea, Romania

Working language:

english

WHAT?

Number of places: 15 Minimum required: 6

Participants will learn about: learning methods and evaluation tools used in school-based apprenticeship; setting the local curriculum in accomodation and food services; workplace learning in accomodation and food services; initiatives and projects preparing students for the world of work.

HOW?
Keywords: apprenticeship education and training attainment key competences

Participants will: meet representatives in charge of education and training; meet directors and training guidance teachers; visit vocational schools and facilities for profesional training; discuss ways to improve quality of training in accommodation and food services.

WHOM?

organiser(s):

ENE Gabriela Inspectoratul colar Judeean Vlcea (Vlceas County School Inspectorate) 30, Nicolae Blcescu Street Rmnicu Vlcea, 240192 Tel. +40 07 22 51 91 46 Fax +40 03 50 43 15 76 Email: g_ana_ene@[Link] Website: [Link]/ POPESCU Mdlina Adriana Inspectoratul colar Judeean Vlcea (Vlceas County School Inspectorate) 30, Nicolae Blcescu Street Rmnicu Vlcea, 240192 Tel. +40 07 22 45 88 08 Fax +40 03 50 43 15 76 Email: madpop44@[Link] Website: [Link]/

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Potenialul turistic al judeului Vlcea, constituie motivul pentru care oferta educaional n domeniul serviciilor hoteliere si de deservire este prezent n mai multe instituii colare din jude. Coninutul teoretic este completat cu perioade de practic realizate n parteneriat cu diverse organisme publice si private, pentru a susine dezvoltarea abilitailor si competentelor profesionale cerute absolvenilor pe piaa [Link] Educaiei Naionale ofer cadrul legal pentru dezvoltarea consoriilor educaionale i crearea unui mediu propice dezvoltrii elevilor. mprtind experiena noastr, vom crea mediul propice schimbului de bune practici cu toi participanii la vizit.

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Importance of social partners in VET

Group No: 29 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Established in 2011, the Association for Development of Technical/Vocational Education and Training has hundreds of members from universities and vocational schools with experience of vocational training. The main problem for vocational education is the relationship between school and workplace. It is necessary to improve cooperation between vocational technical schools and industry. The labour market needs qualified workers and we want to stress the key role of social partners, especially in the manufacturing sector, in adjusting education and training to attract students to VET. Cooperation between sectors, VET institutions, local and central authorities is crucial to identify present and future needs. Some VET schools have succeeded in cooperating with Mercedes, Toyota, Fiat and EAE Electric AG. These companies founded their workshops in schools. One of the most important benefits of this cooperation is to give job guarantees to students after graduation.

15/10/2012-18/10/2012 Istanbul, turkey

Working language:

english

WHAT?

Number of places: 12 Minimum required: 5

Participants will learn about: regional cooperation between VET institutions and the social partners; initiatives taken by various sectors, for example, a workshop of EAE Electric AG founded by the companys own resources.

Keywords: apprenticeship social partners work placement

HOW?

Participants will: visit Istanbuls Educational Directorate, local authorities of VET, VET institutions with strong cooperation between VET and the world of work, social partners organisations; meet VET schools principals, students and teachers, companies representatives.

WHOM?

organiser(s): DemIReR mustafa Association of Development Technical/ Vocational Education and Training Dervi Bey Sitesi C Blok No 2 Maltepe Istanbul, 34381 Tel. +90 21222265/156 Fax +90 21 22 22 65 48 Email: mktdemirer@[Link] Website: [Link] BeRK saban Association of Development Technical/ Vocational Education and Training Dervi Bey Sitesi C Blok No 2 Maltepe Istanbul, 34381 Tel. +90 216-3376638 Fax +90 21 22 22 65 48 Email: sabanberk@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, owners/managers of SMEs, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Mesleki ve Teknik Eitimi Gelitirme Dernei (METEGDER); Avrupa Birlii yolunda ilerleyen lkemizin bu yoldaki abalarna katkda bulunmak, mesleki ve teknik eitimde sivil toplumkurumlarnn faaliyetlerinin etkinletirilmesi ve gelitirilmesini salamak, mesleki eitimin gelimesine Katkda bulunmak amacyla almalar yapmak, yaplan uluslararas ve ulusal projelerde rol almak, bu alanda almalar yapan kii ve kurulularla ibirlii yapmak ve destek vermek amac ile kurulmutur. METEGDER, meslek liselerinde grev yapan idareci ve retmenler, eitli niversitelerde grevli akademisyenler ve teknik alanlarda faaliyet gsteren alanda uzman kiilerin kurduu bir dernektir. yeleri arasnda hem zel hem de tzel kiiler mevcuttur.

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Strategies to implement lifelong learning in IVET and working life

Group No: 30 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Demographic change leads to new challenges for companies. Lifelong learning strategies must now be implemented in initial vocational education and training (IVET) to face increasing shortage of skilled staff and match labour market needs in the long run. In the Rhine-Main metropolitan region, worldwide and technologically sophisticated companies compete for a skilled workforce with small, family-run enterprises, which requires schools to prepare students for diversified work environments. The visit will show strategies and cooperation between different stakeholders: vocational schools which prepare for the lifelong learning process in IVET; companies and how they qualify their staff in vocational training and provide ongoing upskilling; chambers and unions which offer scaffolding measures (such as courses to prepare for IVET and a support system during apprenticeship) to integrate poorly-qualified youths into the labour market; regional authorities responsible for policies to implement and promote lifelong learning.

15/10/2012-19/10/2012 mainz, germany

Working language:

english

Number of places: 15 Minimum required: 8

WHAT?

Keywords: adult learning apprenticeship key competences

Participants will learn about: measures and initiatives to face demographic change and new labour market needs, such as upskilling and IVET assistance programmes; approaches to implement lifelong learning; the particular situation of a multifaceted region.

HOW?

Participants will: meet experts in IVET (from schools, universities, companies, chambers, unions, regional authorities, etc.); visit large and small innovative companies to learn about their strategies to compete successfully for skilled staff and train them for their needs; observe teachers work in the classroom; discuss future challenges and the strategies taken to cope with them.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations.

organiser(s): ZImmeRmaNN Katja Berufsbildende Schule 1 Gewerbe und Technik Am Judensand 12 Mainz, 66233 Tel. +49-6131 90 60 30 Fax +49-6131 906 03 99 Email: [Link]@[Link] Website: [Link]

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Manufacturing

Understanding the local context and building networks to identify skill needs
Group No: 31 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Centoform is a VET provider agency, whose main mission is to deliver innovative and qualified services in the following sectors: human resources development; vocational training for employees, unemployed, senior and young managers; professional lifelong learning and updating; courses for improving SMEs and their human resources professional competences; ICT; business consulting; organisation consulting. In a difficult economic period, cooperation between local actors from the worlds of VET and work is fundamental to achieve the objectives of a smart, sustainable and inclusive economy. This is important for Centoform because, especially in the mechanical engineering sector, it developed an integrated system for matching skills supply and demand. Focus on the mechanical engineering sector is due to the local economic context with 11 years experience in design and management of VET courses on mechanics and metal work (CAD-CAM designers, machine operators and other specific job profiles).

6/11/2012-9/11/2012 Cento, Italy

Working language:

english

Number of places: 15 Minimum required: 5

WHAT?

Keywords: apprenticeship skill needs social partners

Participants will learn about: good practices of dialogue and cooperation between VET actors, enterprises, entrepreneurial associations, trade unions and local public authorities; identification of skill needs through an integrated system for matching market supply and demand; practices of apprenticeship and in-company training both for young workers and senior experts.

HOW?

Participants will: visit VET institutions in Emilia Romagna region; visit local companies in the mechanical engineering and manufacturing sectors; meet professionals of the VET sector to promote internationalisation of the VET system; meet local authorities, representatives of entrepreneurial associations and trade unions; visit Technopole of Cento, a centre of applied research at the University of Ferrara.

WHOM?

organiser(s): saBBa Letizia Centoform srl via Nino Bixio, 11 Cento (fe), 44042 Tel. +39-051 683 04 70 Fax +39-051 683 51 58 Email: [Link]@[Link] Website: [Link] maZZINI alessandro Centoform srl via Nino Bixio, 11 Cento (fe), 44042 Tel. +39-051 683 04 70 Fax +39-051 683 51 58 Email: [Link]@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, heads of departments, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

CENTOFORM, ente di formazione accreditato della Regione Emilia Romagna, vanta un efficiente sistema di matching tra domanda e offerta di competenze sul mercato del lavoro, grazie al dialogo con mondo imprenditoriale, centri di formazione, sindacati, uffici del lavoro e autorit locali. Oltre alla vasta offerta formativa, ha sviluppato larea progettazione europea, al fine di inserire processi di cooperazione locale in un contesto internazionale. La visita studio, grazie a incontri con parti sociali e autorit pubbliche, contribuir allo scambio di buone prassi di cooperazione tra mondo della formazione e mondo del lavoro e alla costruzione di reti per future progettualit internazionali.

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Bridging the gap between education, training and industry to improve skills and responsiveness
Group No: 32 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The increasingly knowledge-intensive global marketplace has directly affected education and training, resulting in the need for stronger partnerships between industry and education to improve the economy and keep it competitive. Against a backdrop of recession and unemployment, skills levels are not increasing at a sufficient rate. Education and training providers must train people to be adaptable and flexible in a cycle of continuous learning, and businesses need to help shape the provision of training to produce a workforce with economically valuable skills and qualifications in a fast-growing technological world. EMFEC (East Midland-Further Education College) works for and with learning and skills professionals in colleges, schools, independent training providers, adult and community and voluntary sector networks and awarding bodies and we are able to demonstrate examples of good practice and innovation through our partners and stakeholders.

26/11/2012-30/11/2012 Nottingham, england, United Kingdom

Working language:

english

WHAT?

Number of places: 14 Minimum required: 8

Keywords: apprenticeship disadvantaged groups skill needs

Participants will learn about: initiatives to improve skills and employer responsiveness; apprenticeships at intermediate and advanced levels, higher level apprenticeships and apprenticeship training agencies; employer engagement and training quality standards; improving chances for those not in employment, education or training (NEET); meeting demand for sustainable skills and qualifications through employer specification and sector skills councils.

HOW?

Participants will: visit colleges and schools with successful employer engagement strategies; observe a centre for those in NEET; meet staff and apprentices at a successful apprenticeship training agency and representatives of the National Apprenticeship Service and Unionlearn; visit and observe colleges, training providers and employers developing and/or running programmes to meet regional and national targets for economic sustainability.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, heads of departments, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations.

organiser(s): WheeLhoUse Ruth East Midlands Further Education Colleges (EMFEC) Robins Wood House, Robins Wood Road Aspley Nottingham, NG8 3NH Tel. +44(0) 115 8541639 Fax +44(0) 11 58 54 16 17 Email: ruthw@[Link] Website: [Link]

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Adult education: a key for lifelong social and professional integration

Group No: 33 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Adult education is legally required to promote socioprofessional integration through professional certification and encourage social cohesion by motivating all learners to be involved in their training. Feprosoc represents 26 catholic schools at administrative and political levels, to conclude partnership projects developing training in response to needs of labour and public sectors, and to organise training offers. It caters for needs of a heterogeneous adult population (people with low levels of qualifications, immigrants, early school-leavers, people seeking change in their careers or specialisation, etc.) and the socioeconomic environment (employers, local communities, public and private institutions requiring training).

26/11/2012-30/11/2012 Brussels, Belgium

Working language:

WHAT? english

Number of places: 15 Minimum required: 8

Participants will learn about: modular structures of the offers, validation of learning outcomes, flexibility of hours, pedagogical continuum between secondary and higher education, etc; how schools meet this challenge (varying according to the local partnership environment, economic sector or level of training courses offered, etc.); obstacles to lifelong learning (such as heavy bureaucracy in validation of skills and prior learning) and how we overcome them; what partners outside the adult education world think of this system.

Keywords: adult learning learning to learn skill needs

HOW?

Participants will: visit schools in different regions of the French-speaking community; meet headteachers, teachers and students; meet partners of adult education such as actors in socioeconomic sectors, administration, employment services and political representatives.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BeLLaL selma FEProsoC Avenue Mounier 100 Brussels, 1200 Tel. 0032 22 56 71 71 Fax 0032 22 56 71 76 Email: feprosoc@[Link] Website: [Link] [Link]

Le participant dcouvrira : les caractristiques principales garantissant louverture de ce type denseignement tous (modularit, valorisation des acquis, flexibilit des horaires, continuum pdagogiques entre le secondaire et le suprieur, etc.); diffrentes manires, pour les coles, de se saisir de ce dfi (variables selon lenvironnement partenarial local, le secteur conomique concern ou le niveau secondaire ou suprieur des formations organises, etc.); le regard que posent les partenaires extrieurs sur ce systme; les bonnes pratiques du systme et les difficults quil pose.

WWW.
[Link]/[Link]?page=26391&navi=17 [Link] [Link] [Link]

64 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Partnership and diverse learning opportunities in adult education

Group No: 34 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Lifelong learning and skills development play an important role in response to the current economic crisis; this is highlighted in the Europe 2020 strategy for smart, sustainable and inclusive growth. Formal and non-formal learning in the adult education sector are key to increase skills and competences. Ireland offers a range of responses to diverse needs of the adult education sector to address this, from partnership with training providers to community education, which engages hard-to-reach learners and links with the business community to increase skills for work. This visit is hosted by Largas, the national agency for managing the lifelong learning programme in Ireland.

4/12/2012-7/12/2012 Dublin, Ireland

Working language:

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: adult learning disadvantaged groups work placement

Participants will learn about: the national framework of qualifications, access, transfer and progression; flexible and responsive training provision to combat barriers to training for adults; community education and the response to diverse needs of adult learners; initiatives and programmes to increase literacy and numeracy, to improve language skills and to enable adults to learn in areas relevant to the world of work; lifelong guidance.

HOW?

Participants will: discuss the topic with policy-makers and adult education specialists; visit adult education providers and community-based learning providers; meet with learners and trainers.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

organiser(s): DaRCy Ivanna Largas 189 Parnell Street Dublin, 1 Tel. +353-1 887 12 58 Fax +353-1 873 13 16 Email: idarcy@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]

CATALOGUE 2012/13 65

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Schools and companies: how to bring them closer

Group No: 35 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The relationship between schools and companies is essential in vocational training although it varies from one country to another. ESEN the National College for Education Management devises and implements initial and continuing training courses for the French Ministry of Educations administrative and educational executive staff. It is also a national reference centre for digital resources and its role includes fostering use of ICT in education. ESEN proposes to present its activities and products, show examples of cooperation of French schools with the world of enterprises, relevant training of educational staff and discuss results and necessary improvements.

21/1/2013-25/1/2013 Poitiers, france

Working language:

WHAT?

english

Number of places: 15 Minimum required: 7

Participants will learn about: the school-company relationship in France and different countries represented in the group; tools and devices set up in schools for teaching and acquisition of knowledge in a vocational training period; different trends of vocational training policies in France and Europe; strategies and actions implemented in different countries represented in the group.

Keywords: apprenticeship entrepreneurship work placement

HOW?

Participants will: attend and contribute to a presentation of the school-company relationship in France and other European countries; work in groups to analyse, compare, reflect and share ideas; exchange experience with ESENS students (administration and pedagogical managerial staff in continuing training) wishing to engage in European partnerships; visit vocational training schools; meet representatives of companies which provide training to youth at school.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, owners/managers of SMEs, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Oprateur du Ministre, lEcole Suprieure de lEducation Nationale, situe sur le ple de formation du site du Futuroscope, veut amener des cadres europens changer avec des cadres franais en formation sur les expriences menes en Europe pour rapprocher cole et entreprise. Le participant la visite dtude dcouvrira la relation cole-entreprise dans le systme franais; un dbat souvrira pour voir sil est possible de lamliorer partir des bonnes pratiques des autres pays europens participant la visite. Lemploi du temps sera partag entre prsentations des systmes, groupes danalyse et de rflexion et dplacements dans des lyces professionnels et des entreprises.

WWW.
[Link] [Link] [Link] [Link]

66 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Improving pupils chances on the job market through experience-based training

Group No: 36 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The Dordogne is essentially a rural environment with an economy heavily reliant on tourism. The job market is difficult with job-seekers chasing a few jobs which are often seasonal. This problem is recognised in the Prigord Noir where relevant training for the needs of local employers is being put into place to prepare young people for the job market. The Maison familiale rurale (MFR) of Prigord Noir specialises in job orientation and training for work offering an alternating programme combining basic skills training and work experience in equal measure thus improving employment chances for young people.

11/2/2013-15/2/2013 salignac-eyvigues, france

Working language:

WHAT? english

Number of places: 16 Minimum required: 8

Participants will learn about: the teaching tools needed to implement a system of alternation effectively; how work experience abroad increases pupils confidence, improves their language and communication skills and broadens their vision and expectations; importance of cooperation between school, parents and partners from local and business communities; how former pupils have benefited from this system.

HOW?
Keywords: parents involvement work placement young people

Participants will: visit educational establishments using this system and talk to students and tutors; observe classroom teaching practice and how specific teaching tools are used to implement alternation; visit local businesses offering work placements; meet parents; meet local job centre staff to find out about the employment situation in our area and what needs to be done to address it; meet former pupils and hear about life after MFR.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): KRUCKeR Caterina Maison Familiale Rurale du Prigord Noir 5 Place de Champs de Mars Salignac - Eyvigues, 24590 Tel. +33- 05 53 31 31 90 Fax +33- 05 53 31 31 99 Email: [Link]@[Link] Website: [Link]

Fortement ancr sur son territoire, la MFR du Prigord Noir accueille des jeunes qui ont choisi la formation scolaire par alternance. Cette pdagogie permet chacun de russir son orientation professionnelle, de faire des expriences pratiques cibles aux besoins des employeurs et davoir le niveau requis pour ventuellement poursuivre leurs tudes. Cela passe par le suivi individualis des lves, de runions ponctuelles entre lquipe, le jeune et les parents, de visites professionnelles, et priodes de stage en France et ltranger. A travers cette visite, nous souhaitons partager notre savoir faire dans ce domine et envisageons un change de pratiques avec les participants.

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 67

NeW sKILLs foR NeW JoBs

Agriculture, forestry and fishing

Green jobs and the agricultural vocational training system

Group No: 37 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Sustainable development is becoming a social issue as shown by political commitments such as the Grenelle de lenvironnement (France, 2007) and the Declaration for green growth (European Union, 2009). AgroSup is a higher college of education composed of a school and an institute. The institute - Eduter - has been entrusted by the French Ministry of Agriculture to support the development of vocational training in agriculture. It is adapting its mission to the needs of sustainable development and the relevant development of green jobs. Its work includes defining new qualifications and certification standards. The objective of the visit is to show and discuss how agricultural vocational education copes with new competences required by professionals.

8/10/2012-10/10/2012 Dijon, france

Working language:

english

WHAT?

Number of places: 12 Minimum required: 7

Participants will learn about: how certification standards for green jobs are defined within the national qualification framework; how sustainable growth is taken into account when defining these standards; how learners are oriented towards green jobs; the impact of sustainable growth on professionals activities.

Keywords: national qualifications frameworks sustainable development young people

HOW?

Participants will: meet representatives of the French agricultural training support system; visit a vocational training school involved in environmental certification; visit one or two professional organisations involved in a sustainable development process (garden centre, local authorities, cooperative or vineyard).

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Agrosup Dijon est un tablissement denseignement suprieur. Il est compos dune cole et dun Institut, Eduter auquel le Ministre franais de lducation a confi plusieurs missions de soutien lenseignement professionnel agricole (rnovation de certifications ou criture de rfrentiels par exemple). Dans un contexte o le dveloppement durable devient un enjeu de socit (Grenelle de lenvironnement, dclaration pour une croissance verte..), Eduter doit adapter ses missions. Lobjectif de la visite propose est de dcouvrir comment le systme de formation professionnelle agricole rpond aux nouvelles exigences des professionnels.

organiser(s): CoChe hlne AgroSup Dijon-Eduter 26, Boulevard Dr Petitjean Dijon, 21000 Tel. 0033 380 77 27 34 Fax 0033 380 77 26 79 Email: [Link]@[Link] Website: [Link]

WWW.
[Link]/ [Link] [Link] [Link]/ [Link]/eN/publications/[Link]

68 CEDEFOP STUDY VISITS

NeW sKILLs foR NeW JoBs

Electricity, gas, steam and air conditioning supply

Renewable energy and energy saving in VET Skills for a booming labour market
Group No: 38 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Renewable energy industries and energy-saving construction represent a booming labour market in Germany. Enterprises are seeking qualified staff. This is a challenge for the German vocational training system. What subjects should young people learn during their apprenticeship? How will these subjects be incorporated into training regulations and curricula? There are several pilot projects trying to answer these questions by developing special, extracurricular modules in wind, solar, and biogas energy as well as in energy-saving construction. The Federal Ministry of Education and Research supports development of this training structure through its JOBSTARTER programme. The regional office in Hamburg is involved in three of these projects and wants to improve exchange of experiences at European level.

16/10/2012-19/10/2012 hamburg, germany

Working language:

english

WHAT?

Number of places: 14 Minimum required: 7

Participants will learn about: needs of qualifications in the renewable energy and energy-saving sectors in Germany; developing curricula and modules in cooperation with enterprises and chambers; methods of teaching apprentices these skills; European cooperation projects.

Keywords: apprenticeship sustainable development

HOW?

Participants will: visit vocational schools, training centres and enterprises (such as a biogas plant); talk to project developers, teachers, trainers and students; discuss how VET in Europe needs to react to increasing demand for qualified staff in renewable energy and how awareness of sustainable development can be integrated in to VET curricula and systems.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Umwelttechnologien und Erneuerbare Energien sind eine Zukunftsbranche. Das Programm JOBSTARTER des BMBF frdert u. a. Projekte, die Zusatzqualifikationen fr die Erstausbildung in diesem Bereich entwickeln. Anhand von Projektbeispielen bei Bildungstrgern, Ausbildungszentren und Berufsschulen wird diskutiert, welche Qualifikationsanforderungen sich an Fachkrfte in der Branche Erneuerbare Energien /Energieeffizientes Bauen in Europa stellen, wie die Berufsausbildung darauf reagieren muss und wie das Bewusstsein fr eine nachhaltige Entwicklung in die Ausbildung junger Menschen einflieen kann.
organiser(s): BoRsDoRf evelyn JOBSTARTER Regionalbro Nord, INBAS GmbH Kieler Strae 103 Hamburg, 22769 Tel. +49-5844 971 11 72 Fax +49-5844 971 11 73 Email: borsdorf@[Link] Website: [Link]

WWW.
[Link]/inhalt/42848/42847/ [Link]/en/[Link] [Link]/[Link]/en/start [Link]/[Link]?id=34&L=1 [Link]

CATALOGUE 2012/13 69

fosteRINg eNtRePReNeURshIP aND emPLoyaBILIty

Community enterprise: a tool for progression into employment and training

Group No: 39 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work At present, countries face challenges to meet the gaps in training and employment budgets a current issue in the UK where spending from local and national government is being reduced. St Peters Partnerships (SPP) is a development trust, a community-focused organisation which has, over the past decade, been working to find new, sustainable solutions, offering learning and training opportunities through a range of initiatives. By applying a model called Grow our own, SPP has successfully engaged local people in volunteering activities which lead to qualifications and employment. The organisation delivers services including youth work, drug and alcohol support and administration. SPP works with local partners including the local authority and businesses to assist residents in taking up local employment opportunities once qualified.

16/10/2012-19/10/2012 ashton under Lyne, england, United Kingdom

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: engaging local people in education and training and how to turn this into jobs; using civil society and social enterprise as tools to create and sustain employment; engaging and bringing people from different backgrounds together, creating social cohesion.

Keywords: entrepreneurship social inclusion volunteering

HOW?

Participants will: visit social enterprises under the SPP umbrella; meet local people who have made the transition to work through volunteering and training opportunities; meet stakeholders, including representatives from the local authority and local businesses; participate in a workshop to discuss good practice and how to transfer it to participants own countries.

WHOM?

organiser(s): BUtIgaN Karen St Peters Partnerships Clyde House, Clyde Street, Ashton under Lyne Greater Manchester, OL7 0NQ Tel. +44(0) 16 12 14 83 00 Fax +44(0) 16 12 14 83 00 Email: [Link]@ [Link] Website: [Link]. org

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, head teachers, teacher trainers, heads of departments, owners/managers of SMEs, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

WWW.
[Link]

70 CEDEFOP STUDY VISITS

fosteRINg eNtRePReNeURshIP aND emPLoyaBILIty

Agriculture, forestry and fishing

Education and development of rural areas

Group No: 40 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The visit will address how to strengthen key competences of students from schools located mainly in rural areas and youth coming from impoverished regions. Examples include teaching them entrepreneurship and improving their ability to develop their careers on the EU labour market. European agrotourism and ecological farms will be key issues for discussion. The host is Europea PL - member of a network of over 1000 schools and institutions which educate students in areas such as agriculture, landscape design, agribusiness, forestry, farming and environmental protection in Europe.

28/1/2013-1/2/2013 Krakow, Poland

Working language:

WHAT?

english

Number of places: 12 Minimum required: 6

Participants will learn about: how students from the countryside apply their knowledge in their future careers; how theoretical and practical education coexist in the Polish educational system; providing career opportunities for young people in the green sector and increasing its attractiveness; how vocational schools cooperate with enterprises.

HOW?

Keywords: entrepreneurship innovative approaches learners mobility

Participants will: visit regional, local VET institutions; visit farms and institutions involved in rural development; visit vocational schools cooperating with enterprises.

WHOM?

Directors of education and vocational training institutions, centres or providers, Directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of chambers of commerce/industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Wizyta studyjna odbdzie w ramach EUROPEA PL - stowarzyszenia szk i placwek edukacyjnych na obszarach wiejskich. Uczestnicy poznaj kierunki zmian i przykady dobrej praktyki w edukacji dla zrwnowaonego rozwoju rodowiska rolnictwa przemysu usug. Wizyty w instytucjach, gospodarstwach agroturystycznych i centrach praktycznej nauki zawodu maj pokaza jak wzmocni kompetencje kluczowe uczniw szk na terenach wiejskich, ksztaccych w zawodach okoorolniczych i przygotowa ich do poruszania si na europejskim rynku pracy czy prowadzenia dziaalno pozarolniczej. Cel wizyty to rozpowszechnianie oraz dzielenie si wiedz i dowiadczeniem na poziomie regionalnym i europejskim.
organiser(s):

GSIOROWSKA Wiesawa Europea Poland Ciechanowska 18 B Gootczyzna, 06-430 Tel. +48-23 671 30 31 Fax +48-23 671 30 31 Email: gasior@[Link] Website: [Link]. [Link]

WWW.
[Link] [Link]/[Link] [Link] [Link]

CATALOGUE 2012/13 71

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Implementing and evaluating sustainable quality management systems in schools

Group No: 41 Round 1 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

24/9/2012-28/9/2012 straubing, germany

Working language:

It has become an important aim of education policy to assure and increase quality of schools through a continuous improvement process. Sustainable quality development in schools requires systematic introduction, control and evaluation. In Straubing and its vicinity, schools have implemented a standardised quality management system. Institutions such as public services or companies will also be able to report on their quality management. As an institution responsible for school supervision we have a wide range of expertise on quality assurance and development. We would like to share it and encourage international dialogue.

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: quality management at vocational schools in Bavaria; experience that directors and teachers at education and vocational training institutions have gained; the role school supervisors play in quality management systems; different methods of quality management; best-suited instruments for implementation, control and evaluation of quality management.

Keywords: evaluation (school or institution) leadership and management quality assurance

HOW?

Participants will: visit schools and institutions which have implemented quality management systems; discuss quality management with advisors and school supervisors in Straubing and Munich; get to know a wide range of successful instruments whose efficacy has been confirmed in the quality management process; present and discuss their own quality management measures.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): heyDeR friedrich Ministerialbeauftragter fr die Fachoberschulen und Berufsoberschulen in Ostbayern Stadtgraben 39 Straubing, 94315 Tel. 0049 942 19 92 90 Fax 0049 94 21 99 29 15 Email: heyder@[Link] Website: [Link] sChmItt sabine Ministerialbeauftragter fr die Fachoberschulen und Berufsoberschulen in Ostbayern Stadtgraben 39 Straubing, 94315 Tel. 0049 942 19 92 90 Fax 0049 94 21 99 29 15 Email: schmitt@[Link] Website: [Link]

Die Qualitt von Schule zu sichern und in einem kontinuierlichen Verbesserungsprozess zu steigern ist - insbesondere angesichts steigender Eigenverantwortung der Schulen eine sehr bedeutende bildungspolitische Zielsetzung geworden. Als Schulaufsicht fr Fachoberschulen und Berufsoberschulen, die durch ihre Praxisnhe zur freien Wirtschaft besondere Synergieeffekte erzielen, mchten wir unsere Erfahrung mit Instrumenten und Methoden einer nachhaltigen Qualittsicherung weitergeben und good-practice-Beispiele international diskutieren. Die Wissenschaftsstadt Straubing bietet - auch dank ihrer intensiven Kooperation mit der Technischen Universitt Mnchen - dafr einen idealen Rahmen.

WWW.
[Link] [Link] [Link] [Link]

72 CEDEFOP STUDY VISITS

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Improving quality management systems at educational centres

Group No: 42 Round 1 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

8/10/2012-12/10/2012 sanliurfa, turkey

Working language:

Quality management is voluntary for schools in Turkey but they are encouraged to implement it through an award process managed by the Ministry of National Education. To make it easier, we have developed a method to follow when implementing the system that includes all the steps (criteria lists, questionnaires, etc.). The Provincial Directorate of National Education has two quality trainers and is responsible for about 1500 schools in the province. We have the best school in Turkey for quality management. We would like to show participants how we implement this method and share our experience.

WHAT?

english

Number of places: 15 Minimum required: 5

Participants will learn about: examples of good practice; impact of evaluation and implementation on educational institutions; the internal evaluation system and its instruments; awarding process and its benefits.

HOW?

Keywords: evaluation (school or institution) leadership and management quality assurance

Participants will: meet experts responsible for internal evaluation at local government, municipality and educational institution levels; visit pre-primary, primary, secondary and vocational education institutions with a successful quality management system; meet school management and other members of the school community; discuss strong and weak points of internal evaluation; share experiences on quality management systems.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): YILMAZ Veysi anlurfa Provincial Directorate of National Education Diyarbakr Yolu l Milli Eitim Mdrl Sanliurfa, 63100 Tel. 0090 41 43 13 15 59 Fax 0090 4143123083 Email: veysiyilmaz@[Link] Website: [Link]

Okullarda Kalite Ynetimi gnll bir sre olmakla birlikte M.E.B. tarafndan tevik etme adna dl Sreci dzenlenmektedir. Uygulamalar kolaylatrma adna kalite sistem basamaklarnn tamamn ieren bir sistem kullanmaktayz. 2 kalite formatr ve 1500n zerinde okul/kurum bulunan ehrimizde, okul/kurum alanlarna srekli eitimler verilip srece dahil edilmektedirler. Katlmclara ilimizdeki rnek uygulamalar, kullanmakta olduumuz uygulama ilem basamaklarn, zdeerlendirme kriterlerimizi, belediyelerde, kamu kurumlarnda, mesleki ve genel eitimde kalite ynetim srecini yakndan tanma, liderlik ve yneticilik kavramlarn tartma, rnek okul/kurum ziyaretleri gerekletirme ve tecrbe paylamnda bulunma frsat sunulacaktr.

WWW.
[Link] [Link]

CATALOGUE 2012/13 73

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

How to manage and assess innovative action in schools

Group No: 43 Round 1 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

15/10/2012-19/10/2012 Poitiers, france

Working language:

ESEN the National College for Education Management devises and implements initial and continuing training courses for the French Ministry of Educations administrative and educational executive staff. It is also a national reference centre for digital resources and its role includes fostering use of ICT in education. ESEN proposes to present its activities and its products and show a sample of non-traditional educational methods initiated by the French Ministry of Education such as classroom debates, project working groups, use of I-pads, interactive whiteboards, Internet, digital schoolbags, etc, and how to train for, manage and supervise the implementation of these methods, assess their results and disseminate them.

english

WHAT?

Number of places: 15 Minimum required: 7

Participants will learn about: experiences led at regional level in France as well as in different countries taking part in this visit; managing strategies of innovative actions; supervising and assessing these actions; communicating these actions.

Keywords: digital competence innovative approaches learning to learn

HOW?

Participants will: take part in discussions with a pannel of experts and teachers involved; work in groups to run comparative analysis of these actions, reflect and share ideas; exchange experience with ESENS students (administration and pedagogical managerial staff in continuing training) wishing to engage in European partnerships; visit primary and secondary schools and meet people involved in implementation of these actions.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Oprateur du Ministre, lEcole Suprieure de lEducation Nationale, situe sur le ple de formation du site du Futuroscope, se doit de faire connatre les bonnes pratiques des acadmies en matire dactions innovantes dans lenseignement et douvrir les cadres franais en formation sur des cadres europens. Le participant la visite dtude dcouvrira des actions menes en France, mais aussi dans les diffrents pays europens participant la visite. Lemploi du temps sera partag entre interventions de spcialistes et denseignants, priodes danalyse et de rflexion en groupe et dplacements dans des tablissements scolaires ou organismes mettant en place des actions innovantes.

WWW.
[Link] [Link] [Link] [Link]

74 CEDEFOP STUDY VISITS

mCaNIsmes DassURaNCe qUaLIt DaNs Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN

formes et finalits de lvaluation dun tablissement scolaire

Numro de groupe: 44 Phase 1 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Soutenir la formation initiale et continue des enseignants, des formateurs et des chefs dtablissements denseignement et de formation

POURQUOI?

15/10/2012-19/10/2012 Poitiers, france

Langue de travail:

franais

Nombre de places: 15 Minimum requis: 7

Lvaluation des tablissements scolaires fait lobjet dune rflexion constante en France. Il y a eu rcemment un changement dorientation avec un passage de linspection individuelle des enseignants lvaluation des tablissements. En France, lvaluation est conduite par les acteurs ducatifs eux-mmes tandis que certains autres pays europens font appel une valuation externe. ESEN, lcole suprieure de lducation nationale, est un service comptence nationale dont la mission principale est dassurer la formation initiale et continue des cadres de lducation nationale, de lenseignement suprieur et de la recherche (inspecteurs, chefs dtablissement, cadres administratifs et financiers, etc.). Avec cette visite, lESEN souhaite prsenter globalement ses activits, formations, outils numriques et audiovisuels et, plus particulirement, ses propres pratiques de formation des inspecteurs et chefs dtablissement en matire dvaluation des tablissements scolaires. Elle souhaite notamment changer sur les bonnes pratiques dveloppes dans ce domaine dans les pays participants.

QUOI?

Mots cls: autonomie (cole ou tablissement) direction et gestion valuation (cole ou tablissement)

Le participant dcouvrira: lvaluation des tablissements, telle quelle est pratique en France; les mthodes et outils dvaluation utiliss; lvaluation des tablissements, telle quelle est pratique dans les autres pays reprsents dans le groupe; les rsultats, en termes damlioration de la qualit de lenseignement et de la formation, produits par les manires diffrentes dvaluer; la complexit et la diversit des problmes poss.

COMMENT?

Le participant: participera la prsentation du mode dvaluation des tablissements scolaires en France et dans les diffrents pays reprsents; changera avec des cadres franais en formation - lves de lESEN - dsireux de poursuivre une coopration europenne; participera des groupes danalyse comparative, de rflexion et de partage dides; visitera des tablissements denseignement et aura loccasion dy observer les pratiques mises en uvre.

POUR QUI?

organisateur(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales, chercheurs.

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CATALOGUE 2012/13 75

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Effective leadership skills and competences to improve quality management in schools

Group No: 45 Round 1 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

15/10/2012-18/10/2012 Bucharest, Romania

Working language:

Improving quality and efficiency of education and training remains a strategic objective for European cooperation in education and training and important for the Romanian education and training system. The Teacher Training Centre of Bucharest stressed the importance of improving governance and leadership in education and training institutions and effective quality assurance systems, and has developed various intitiatives. During the visit we will share our experience and promote good results of an EU-funded project for improving quality of school management and leadership.

WHAT?

english

Number of places: 13 Minimum required: 6

Participants will learn about: new approaches to school inspection and external evaluation; how self-evaluation can improve quality of education; methods and tools used in quality assurance training for head teachers and inspectors; role of leaders and stakeholders in improving quality of school inspection.

HOW?
Keywords: evaluation (school or institution) leadership and management quality assurance

Participants will: visit adult education centres, secondary schools, schools inspectorate; observe school inspectors and head teachers during a school inspection; meet partners and stakeholders interested in quality assurance of schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Vizita i propune s evidenieze practicile naionale n domeniul asigurrii calitii n educaie i s disemineze rezultatele proiectului POS-DRU- Calitate n managementul unitii colare finanat din fonduri europene. Participanii la vizit vor cunoate preocuprile comune ale partenerilor proiectului pentru mbuntirea managementului scolar, pentru armonizarea abordrilor privind standardelor de calitate, ntre reprezentanii inspectoratelor colare, pe de o parte i managerii colari, pe de cealalt parte. Vor fi efectuate vizite la Inspectoratul colar Bucureti, Inspectoratul colar Prahova, Agenia Romn de Asigurare a Calitii, Asociaia SHOTRON, Casa Corpului Didactic Bucureti, n care se vor prezenta rolurile i rezultatele obinute prin implementarea proiectului.

organiser(s): SUBA Gabriela Casa Corpului Didactic Bucureti Splaiul Independentei No. 315A, Sect.6 Bucureti, 060043 Tel. +40 07 24 48 18 04 Fax +40 02 13 13 49 27 Email: gabisuba@[Link] Website: [Link]

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76 CEDEFOP STUDY VISITS

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

The impact of school evaluation on quality improvement

Group No: 46 Round 1 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/10/2012-26/10/2012 Lisbon, Portugal

Working language:

This is relevant in Portugal as the current model of external evaluation of schools has been applied for five years now. The first cycle has just finished and the second is about to begin. Schools are already establishing their own evaluation mechanisms. Therefore it is possible to reflect upon a programme that has been consistently developed and some results are already visible. Lisbon is the headquarters of a regional delegation of the inspectorate and there are a range of institutions linked to school evaluation processes.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: school evaluation approaches; a school external evaluation programme undertaken by the Portuguese Inspectorate of Education; school responses after evaluation; impact of evaluation on school improvement; development of school autonomy; school community participation in school life; interaction between schools and stakeholders roles in decision-making processes.

Keywords: evaluation (school or institution) leadership and management quality assurance

HOW?

Participants will: visit schools that have gone through evaluation: a secondary school and school clusters, rated differently and located in different contexts; meet management teams and other members of the school community; discuss self-evaluation processes and school improvement strategies; visit a higher education institution; discuss training programmes focused on management and evaluation.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

A Visita incidir sobre o trabalho avaliativo realizado pela IGE e dar a conhecer alguns dos impactos que tem tido nas escolas. Haver uma partilha sobre prticas de avaliao noutros pases. O acolhimento ser feito em Lisboa e as visitas decorrero nesta regio, de 22 a 26 de Outubro de 2012. A visita tem uma componente terica de enquadramento sobre o programa de avaliao externa e o modelo de gesto das escolas. Por outro lado, os participantes apresentaro os processos de avaliao em curso nos seus pases e as estratgias de melhoria.
organiser(s): gUeRReIRo helder Inspeco-Geral de Educao Avenida 24 de Julho, 136 Lisboa, 1350-346 Tel. +351- 21 392 4811 Fax +351- 21 392 4960 Email: [Link]@[Link] Website: [Link]

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[Link]/ [Link]/Portal/Pt/ [Link]/eselx/[Link] [Link]/ [Link] [Link]/portal/page?_pageid=173,1&_dad=portal&_schema=PoRtaL

CATALOGUE 2012/13 77

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Quality assurance in Dutch vocational training

Group No: 47 Round 1 Type of visit: Vet

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

5/11/2012-8/11/2012 Utrecht, the Netherlands

Working language:

Quality assurance is an important lever of European vocational education and training (VET) policy. The European quality assurance reference framework (EQARF) has been adopted to promote better VET. In the Netherlands, educational institutions have a high level of autonomy, working within the framework set by the government where schools are responsible for providing high quality services. The inspectorate monitors schools capacity to assure and improve quality, working with risk-based inspection. Self-evaluation by schools is a starting point for analyses.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: quality assurance in Dutch VET; risk-based inspection; self-evaluation and quality assurance systems in VET schools; EQAVET in the Netherlands.

HOW?
Keywords: evaluation (school or institution) quality assurance

Participants will: meet stakeholders: Ministry of Education, inspectorate, association of VET providers, VET school and national coordination point EQAVET; reflect on good practices; discuss the strong and weak points of quality assurance systems and their implementation.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): NafZgeR Joop CINOP P.O. Box 1585 s-hertogenbosch, 5200 BP Tel. +31- 610 01 58 81 Fax +31- 736 12 34 25 Email: jnafzger@[Link] Website: [Link] VaN oPstaL tonnie CINOP P.O. Box 1585 s-hertogenbosch, 5200 BP Tel. +31- 736 80 07 65 Fax +31- 736 12 34 25 Email: topstal@[Link] Website: [Link]

Quality Assurance is een belangrijke hefboom van de Europese BVE beleid. Dit Europese referentiekader voor kwaliteitsborging is aangenomen om beter beroepsonderwijs en opleiding te bevorderen. In Nederland hebben de onderwijsinstellingen, die werkzaam zijn binnen de aangegeven kaders van de overheid, een hoge mate van autonomie. Binnen dit kader zijn scholen verantwoordelijk voor het verstrekken van diensten van hoge kwaliteit. De onderwijsinspectie verzekert de capaciteit van de scholen door hierop toezicht te houden. Verbetering van de kwaliteit, het werken met Risk Based Inspection, een vorm van zelfevaluatie door de scholen, vormen het uitgangspunt voor analyses.

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78 CEDEFOP STUDY VISITS

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Continuing training and professional development of in-company trainers

Group No: 48 Round 1 Type of visit: Vet

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

12/11/2012-16/11/2012 munich, germany

Working language:

english

Due to demographic changes and internationalisation of markets, companies in Bavaria and all over Europe have to take an active part in preventing lack of a specialised work force. Of particular importance is commitment to train young workers so companies will be able to fill specialist positions with qualified personnel in the future. To meet demands of highquality training, companies need in-company trainers qualified and educated to the best of their abilities. To ensure this, trainers should be trained on an ongoing basis to update and improve their skills and knowledge. The Chamber of Industry and Commerce of Munich and Upper Bavaria supports training and continuing professional development of in-company trainers. We are interested in discussing and generating new ideas on further training of in-company trainers with other European experts.

Number of places: 12 Minimum required: 6

WHAT?

Participants will learn about: tasks and functions of in-company trainers; training of in-company trainers in Germany; possibilities of continuing professional training and development of in-company trainers.

Keywords: social partners teachers and trainers competences teachers and trainers qualifications

HOW?

Participants will: visit institutions and further education providers; visit companies and speak to human resource managers and training managers; discuss with experts from the dual vocational training system.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): PeteRs sandra Chamber of Industry and Commerce for Munich and Upper Bavaria (IHK Mnchen) Orleansstr. 10-12 Mnchen, 81669 Tel. +49 895 11 64 03 Fax +49 894 80 23 88 Email: peters@[Link] Website: [Link]

Der demographische Wandel und die Internationalisierung der Mrkte zwingt Unternehmen in Bayern und ganz Europa immer strker selbst aktiv zu werden, um dem Fachkrftemangel entgegenzuwirken. Dazu gehrt insbesondere das Engagement fr die Ausbildung junger Arbeitnehmer, damit Spezialistenpositionen weiterhin mit qualifizierten Mitarbeitern besetzt werden knnen. Voraussetzung dafr sind betriebliche Ausbilder, die bestmglichst qualifiziert und weitergebildet sind - so werden die Unternehmen den Ansprchen einer hochqualitativen Ausbildung der Nachwuchskrfte gerecht.

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CATALOGUE 2012/13 79

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Teacher training in VET and general upper secondary schools

Group No: 49 Round 1 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

26/11/2012-30/11/2012 tampere, finland

Working language:

english

Teacher training and teachers competences are of a high level in Finland. This study visit introduces Finnish pathways to become an upper secondary and IVET teacher as well as possibilities to develop further teachers competences. Participants will also visit modern work environments in schools and companies. Tampere is the second largest educational city in Finland and a dynamic centre of industry, business and logistics. It provides modern solutions for Finnish upper secondary and VET environments as well as cooperation with employers and social partners. All types of teacher training centres are located in Tampere. The host organisation, Tampere Upper Secondary Education, is an important training centre which has participated in many research, development projects and international activities.

WHAT?

Number of places: 14 Minimum required: 7

Keywords: innovative approaches teachers and trainers competences teachers and trainers qualifications

Participants will learn about: upper secondary and VET school life and teachers requirements; diversity of education such as preventing drop-outs, immigrant education, special needs education, support services, individual study arrangement plans; support services for teachers involved in virtual learning and pedagogical development; teaching in English and combinating IVET and matriculation examinations (four years); regional needs to modify national core curricula; quality management at schools such as peer review and QM systems;

HOW?

Participants will: visit teacher education centres, upper secondary schools and VET campus areas; attend lectures and observe education and learning environments; meet teachers, teacher students and personnel teams working with special needs students, support services, immigrants, VET start and vocational 10th year; meet teachers representatives, social partners and employers; test virtual learning environments and virtual learning services.

WHOM?

organiser(s): sIIRtoNeN anna maija Tampere upper secondary education, Tampere College Finland Sairaalankatu 6 Tampere, 33100 Tel. +358- 40 800 4018 Fax +358- 3 5656 7108 Email: [Link]@[Link] Website: [Link] haVeRI Ritva Tampere Upper Secondary Education Hepolamminkatu 9 Tampere, 33720 Tel. +358 50 572 8707 Fax +358 3 5656 7108 Email: [Link]@[Link] Website: [Link], [Link]

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Vierailun tarkoituksena on saada kattava kokonaiskuva toisen asteen koulutuksen opettajien pedagogisesta koulutuksesta ja tydennyskoulutusmahdollisuuksista sek samalla tutustua opettajan ptevyyteen liittyviin vaatimuksiin monipuolisissa ja kehittyviss oppimisympristiss. Tampereen kaupunki on Suomen toiseksi suosituin koulutuskaupunki, jossa tarjolla ovat kaikki vylt opettajuuteen. Tampereen toisen asteen koulutus on ensimmisen Suomessa yhdistnyt lukio- ja ammatillisen koulutuksen organisaation, jolla on yhteisi kehittmispalveluja ja mys englanninkielisi opintoja. Vierailun aikana tutustutaan opettajuuteen nuorisoasteella, aikuiskoulutuksessa sek opettajuuteen liittyviin kehittmishankkeisiin.

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80 CEDEFOP STUDY VISITS

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Professional development of language teaching in bilingual schools

Group No: 50 Round 1 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

18/2/2013-22/2/2013 malaga, spain

Working language:

Bilingual education in primary and secondary schools has proliferated in Andalusia. Escuelas Oficiales de Idiomas (EOIs), the official language schools, are responsible for training primary and secondary school teachers to teach their subjects in a foreign language. The timetable, content and methodology of these courses are tailor-made to meet the teachers needs and profile. The linguistic adaptation courses for teachers are called Cursos de Adaptacin Lingustica (CAL). Andalusia is one of the regions in Spain offering this type of training and EOIs in Mlaga are highly committed to this project.

WHAT?

english

Number of places: 12 Minimum required: 7

Participants will learn about: linguistic education of teachers; operation of official language schools in Andalusia; methodology and contents of language education for primary and secondary teachers; initial training with new secondary English or French teachers; permanent teacherseducation

HOW?
Keywords: content and language integrated learning (CLIL) status of teachers and trainers teachers and trainers competences

Participants will: get to know EOI teachers; observe teachers work in the classroom; talk to teachers giving and receiving CAL; visit a teachers centre and a teachers association.

WHOM?

Head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations.

organiser(s): maRtINeZ aNaya felipa Lourdes Escuela Oficial de Idiomas de Mlaga Paseo de Martiricos, 26 Malaga, 29009 Tel. 0034 951 29 83 45 Fax 0034 952 28 29 61 Email: direccion@[Link] Website: [Link]

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CATALOGUE 2012/13 81

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Continuous training of teachers and ongoing professional development of teachers and trainers
Group No: 51 Round 1 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

18/2/2013-22/2/2013 troms, Norway

Working language:

The aim of the visit is to give participants an insight into a new development in Norwegian teacher education. The University in Troms offers a masters degree which combines subject, pedagogical and practical work in a new way. The new curriculum was developed by educational scientists, teachers and bureaucrats. There is new focus on science, language, practical experience and adjusted teaching after signals given by politicians. The university works with several schools where teachers cooperate with teaching departments for practical guidance of students, and the school is open for field work connected to educational research.

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: main teacher training aims and background for the new degree; teacher training curriculum; principles and practices for practical teaching guidance; cooperative projects between university and primary/secondary schools; continuing professional development of teachers.

Keywords: curriculum teachers and trainers competences teachers and trainers qualifications

HOW?

Participants will: visit Troms University and schools; meet students, teachers and representatives of the faculty of education at the university.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Ved Universitetet i Troms har man en ny femrig lrerutdanning som gir studentene en master i lrerutdanning. Den 5-rige lrerutdanningen skal ikke bare sikre faglig fordypning i sentrale skolefag, studentene skal ogs trenes i forsknings- og utviklingsarbeid. Mlet med dette er gjre fremtidige lrere bedre i stand til delta i praksisbaserte forskningsprosjekter, og til trekke ny kunnskap inn i undervisningen. Universitetet samarbeider med en del skoler om praksisveiledning for studentene. Samtidig skal skolen bygge opp kompetansen hos ansatte lrere. Studentene skal bruke praksisskolene som grunnlag for feltarbeid i forbindelse med sine bachelor- og masteroppgaver.

organiser(s):

HOLM Astrid Grnnsen skole Dramsveien 198 Troms, 9010 Tel. +47- 90 51 27 29 Fax +47- 77 66 57 01 Email: [Link]@[Link]. no

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82 CEDEFOP STUDY VISITS

LeaDeRshIP aND maNagemeNt IN sChooLs aND tRaININg PRoVIDeRs

Developing key competences Whole school approach

Group No: 52 Round 1 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

1/10/2012-5/10/2012 Budapest, hungary

Working language:

School development is a central issue in reform of the Hungarian educational system. The host organisation, the Hungarian Institute for Educational Research and Development, has considerable expertise in this field. We regularly initiate and implement development projects for schools working in close collaboration with teachers. We intend to support the whole school development. We pay special attention to competence-based education, the role of school maintaining bodies and school leadership, use of ICT and sustainable development issues.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: initiatives to create projects that can have a whole school development effect; initiatives to open schools to the public; possible roles and involvement of school maintaining bodies; new approaches to develop key competences, for example, non-subject-based methods; how schools improve quality of education through self-evaluation using ICT.

HOW?
Keywords: innovative approaches key competences leadership and management

Participants will: meet national experts, researchers, representatives of school maintaining bodies and policy-makers; visit the agency which promotes implementation of educational reform in Hungary and other institutions, for example, Educatio, an agency for school and education development; observe examples of good practice in competence development in schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Az tnapos tanulmnyutat A kreativits fejlesztse a tanulsban s a tantsban tmakrben szervezzk meg. Clja a nemzetkzi tudsmegoszts s tapasztalatcsere a kompetencik egsz intzmnyre kiterjed, komplex fejlesztsrl. A rsztvevk t rsztmban vizsgljk a kulcskompetencik integrlt fejlesztsnek lehetsgeit. Az ezekhez kapcsold workshopokat az Oktatskutat s Fejleszt Intzetben dolgoz magyar szakemberek vezetik majd. A programot a tma szempontjbl fontos oktatsi intzmnyek s helysznek megltogatsa egszti ki, s trsasgi alkalmak is segtik a szakmai s szemlyes kapcsolatptst.
organiser(s): hUNya mrta OFI - Hungarian Institute for Educational Research and Development 12, Szalai Budapest, 1051 Tel. +36-1 235-7256 Email: [Link]@[Link] Website: [Link]

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CATALOGUE 2012/13 83

DIReCtIoN et gestIoN aU seIN Des taBLIssemeNts DeNseIgNemeNt et De foRmatIoN

Les tablissements scolaires du secondaire: quelle autonomie, quel pilotage?

Numro de groupe: 53 Phase 1 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Soutenir la formation initiale et continue des enseignants, des formateurs et des chefs dtablissements denseignement et de formation

POURQUOI?

15/10/2012-19/10/2012 Poitiers, france

Langue de travail:

franais

Le positionnement du chef dtablissement, en Europe, est diffrent selon les pays, notamment en ce qui concerne sa marge dautonomie. Cette diversit peut tre source dinterrogation. Y-a-t-il un fonctionnement dtablissement qui favorise la russite des lves ? ESEN, lcole suprieure de lducation nationale, est un service comptence nationale dont la mission principale est dassurer la formation initiale et continue des cadres de lducation nationale, de lenseignement suprieur et de la recherche (inspecteurs, chefs dtablissement, cadres administratifs et financiers, etc.). Avec cette visite, lESEN souhaite prsenter globalement ses activits, formations, outils numriques et audiovisuels. Elle souhaite notamment changer avec les participants sur les bonnes pratiques dveloppes dans leurs pays respectifs en matire dautonomie des tablissements scolaires, et faire part de sa propre exprience de formation des chefs dtablissement et autres cadres concerns.

Nombre de places: 15 Minimum requis: 7

QUOI?

Mots cls: autonomie (cole ou tablissement) direction et gestion valuation (cole ou tablissement)

Le participant dcouvrira: le fonctionnement dun tablissement scolaire en France; le rle et la fonction de chef dtablissement en France; les tablissements scolaires et leur autonomie dans les pays reprsents dans le groupe de participants; les rles, missions et responsabilits des chefs dtablissement dans les pays reprsents.

COMMENT?

Le participant: participera la prsentation de la fonction de chef dtablissement en France et dans les diffrents pays reprsents; changera avec des cadres franais en formation - lves de lESEN - dsireux de poursuivre une coopration europenne; participera des groupes danalyse comparative, de rflexion et de partage dides; rflchira avec lensemble du groupe au pilotage le plus efficace pour un bon fonctionnement de ltablissement; visitera des tablissements denseignement et aura loccasion dy observer les pratiques mises en uvre.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales.

ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

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[Link] [Link] [Link] [Link]

84 CEDEFOP STUDY VISITS

LeaDeRshIP aND maNagemeNt IN sChooLs aND tRaININg PRoVIDeRs

Management in education - jrflla model

Group No: 54 Round 1 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/10/2012-26/10/2012 Jrflla, sweden

Working language:

Jrflla is a municipality near Stockholm. It offers a lot but most people commute to Stockholm. Many students choose schools in Jrflla but not all. Changes of curricula, lifelong learning, fast technical development and globalisation challenge education managers. We would like to share our experience concerning the very independent role of managers in Jrflla. The hosting institution is Jrflla Kommun, with a wide range of municipal and independent schools that are well developed, experienced and interested in internationalisation. So, how can we learn from one another in Europe to improve school education and management?

WHAT?

english

Number of places: 15 Minimum required: 8

Keywords: autonomy (school or institution) leadership and management lifelong learning programme

Participants will learn about: Jrflla leadership model; leadership of chief executive education officer; different ways of management; education directors influence on managers; model for healthy workplaces; LLP as a tool for school development; chief development group leading managers via in-service training.

HOW?

Participants will: meet education managers; meet directors of education and chief education officer; share expertise and experience; discuss networking.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): eReNVIDh Christina Jrflla Kommun, Jrflla skolor Mlarvgen 2 Jrflla, 177 42 Tel. +46 858 02 82 87 Email: [Link]@[Link] Website: [Link]

Jrflla Kommun r en kommun med mnga elever i skolldern och har kundvalsmetoden vilket ger barn, ungdomar och frldrar mjlighet att vlja [Link] har mnga intressanta undervisningsmetoder och [Link] har p senare tid satsat p en frdjupning fr skolpersonal inom IKT, bde kompetensutveckling och [Link] vill verka fr internationalisering och vill drfr f nya influenser och har drfr satsat p att bjuda in experter och beslutsfattare fr att bde visa upp och fr att f nya influenser i en allt tuffare konkurrens om eleverna.

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CATALOGUE 2012/13 85

LeaDeRshIP aND maNagemeNt IN sChooLs aND tRaININg PRoVIDeRs

Strategic leadership in schools

Group No: 55 Round 1 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

6/11/2012-9/11/2012 arad, Romania

Working language:

New demands have made policy-makers and leaders of educational and training institutions look forward and change the role of school leaders across Europe. There is a need for effective leadership skills and key competences (including financial management, ICT skills, staff motivation, quality assurance, communication) to embrace change and new roles. The county school inspectorate has an objective to support school leaders improve results of their institutions. It is the main county authority for education and training. The visit will provide an opportunity to share good examples and successful practices in school leadership and staff development, and discuss common challenges among participants.

WHAT?

english

Number of places: 12 Minimum required: 6

Participants will learn about: links between leadership and decision-making; teamwork and sharing leadership in schools; models of strategic leadership; collaborative and distributed leadership in school improvement.

HOW?
Keywords: autonomy (school or institution) key competences quality assurance

Participants will: visit pre-primary, primary, secondary and vocational schools; meet and exchange information with different school leaders/managers; talk to regional experts and trainers about leadership and management; attend workshops with local authorities; exchange good practice on efficient management and/or leadership.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s):

n concordan cu documentele Uniunii Europene referitoare la strategia european de cooperare n educaie i formare i Noua Lege a Educaiei, nr.1/2011 din Romnia, orice manager/leader trebuie s aib ca viziune promovarea n coal a unui nvmnt orientat pe valori, creativitate, capaciti cognitive, volitive i acionale. n acest context, Inspectoratul colar al Judeului Arad i propune s ofere participanilor oportunitatea de a vizita instituii colare i de a dezbate cu directori de coli, autoriti locale, experti, subiecte de actualitate n management colar i leadership precum: eficiena i ineficiena n management, leadership colaborativ, leadership prin munca n echipa, leadership i luarea deciziilor etc.

ALDESCU Mirela Liliana Aurelia Inspectoratul colar Judeean Arad Str. Mucius Scaevola, no.9 Arad, 310106 Tel. +40 02 57 28 00 08 Fax +40 02 57 21 47 46 Email: mirelaaldescu@[Link] Website: [Link]

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[Link] [Link] [Link] [Link] [Link] [Link] [Link]

86 CEDEFOP STUDY VISITS

eNseIgNemeNt et aPPReNtIssage Des LaNgUes

Pour une Europe plurilingue: le rle des mdias dans lapprentissage des langues trangres
Numro de groupe: 56 Phase 1 Type de visite: mixte

CatgoRIe thmatIqUe:

Encourager lacquisition de comptences cls dans tout le systme dducation et de formation

POURQUOI?

19/9/2012-21/9/2012 Katowice, Poland

Langue de travail:

Partant du constat que le multilinguisme favorise lintgration des jeunes dans un monde multiculturel et sur le march du travail europen, lassociation polonaise Europe des Langues et des Cultures, membre de REAL (le rseau europen des professeurs de langues), monte des projets impliquant des graphistes, des reprsentants des mdias, des institutions culturelles, des universits et des ambassades trangres. Nous organisons ainsi des formations sur lutilisation des ressources culturelles et linguistiques offertes par les mdias. La Silsie est depuis plusieurs annes la premire rgion francophone en Pologne avec le plus grand nombre dlves apprenant le franais au niveau national.

franais

QUOI?

Nombre de places: 15 Minimum requis: 8

Mots cls: communication dans une langue trangre comptences des enseignants et formateurs ducation interculturelle

Le participant dcouvrira: comment sorganise le rseau des classes francophones en Silsie; la ncessit de sensibiliser et dimpliquer les entreprises locales (nous collaborons avec des entreprises de design et de graphisme), les mdias, luniversit, les institutions culturelles, autorits locales et entits diplomatiques et culturelles trangres; des outils accessibles sur Internet lis lenseignement des langues; comment laborer du matriel de promotion innovant et cratif; comment promouvoir le plurilinguisme.

COMMENT?

Le participant: visitera des classes francophones et dcouvrira les rsultats de leur travail; participera la formation pour experts du monde des mdias francophones; participera aux ateliers avec des graphistes; dcouvrira le site REAL et ses nombreuses applications; rencontrera enseignants et reprsentants des communauts locales de Silsie impliqus dans nos projets.

POUR QUI?

Professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales, chercheurs.

BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL:

organisateur(s): KLIMEK-KOWALSKA Renata Polskie Stowarzyszenie Europa Jzykw i Kultur (Association polonaise Europe des Langues et des Cultures) [Link] 85 A Wodzisaw lski, 44-313 Tel. 0048 607 34 43 34 Email: [Link]@[Link] Website: [Link]

Polskie Stowarzyszenie Europa Jzykw i Kultur, czonek sieci REAL -Stowarzysze nauczycieli jzykw obcych w Europie ([Link]), prowadzi projekt Klas frankofoskich na lsku, dziki ktremu ok. 60 nauczycielom jzyka francuskiego z woj. lskiego udao si wdroy rozszerzony wymiar godzin nauczania, wsparty przez wadze lokalne. Nawizujc wspprac z frankofoskimi partnerami zagranicznymi, moemy mie wpyw na przeamywanie barier i ksztatowanie postaw tolerancji. By uatwi modym integracj w wielokulturowym wiecie, dziki projektom midzynarodowym otwieramy, czsto zamknite na inne nacje okna. Kultury coraz czciej si przenikaj, powinnimy je poznawa, akceptowa i chcie zrozumie, zapewniajc modziey lepszy start na europejskim rynku pracy.

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[Link] [Link] [Link] [Link] [Link] [Link]

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LaNgUage teaChINg aND LeaRNINg

Innovative approaches to learning and teaching languages for 4 to 16 year olds

Group No: 57 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Language teaching and learning is facing a changing and challenging time in the UK with low take up of languages in secondary phase balanced by strong interest in the primary phase and new government policies. The International Learning and Research Centre is an innovation and development centre, with an internationally reputation for its innovative work; programmes involve teachers as practitioner-researchers who test pedagogy and are supported to develop innovative approaches to learning languages. As European award for languages (2006 and 2009) winners and the Mary Glasgow innovation award winners (2011) we seek to share our practice as widely as possible in Europe.

24/9/2012-26/9/2012 Bath, england, United Kingdom

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: programmes to improve students confidence and competence in oral and written languages; innovative approaches to developing multilingualism; methods and tools used in learning how to learn a language; methods for engaging teachers as practitioner-researchers and impact of this approach.

HOW?
Keywords: communication in foreign languages innovative approaches language skills

Participants will: visit primary and secondary schools involved in the centres innovative programmes; observe teachers and children in classroom settings; engage in structured professional dialogue with leader representatives from higher education institutions, local authorities and schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, researchers.

organiser(s): CoLe Josephine International Learning and Research Centre North Street, Oldland Common Bristol, BS30 8TL Tel. +44(0) 14 54 86 80 29 Fax +44(0) 14 54 86 80 31 Email: [Link]@ [Link] Website: [Link] DaVIes trevor International Learning and Research Centre North Street, Oldland Common Bristol, BS30 8TL Tel. +44(0) 14 54 86 80 29 Fax +44(0) 14 54 86 80 31 Email: [Link]@ [Link] Website: [Link]

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[Link]

88 CEDEFOP STUDY VISITS

LaNgUage teaChINg aND LeaRNINg

Language learning and intercultural understanding in primary education

Group No: 58 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Multilingualism is a key feature of European citizenship; language teaching and learning has become increasingly important over the past decade. Emphasis is placed on developing language skills and intercultural understanding in primary education as this is seen as an optimal stage to start learning a foreign language. More recently, England has declared a stronger commitment to learning foreign languages as it aims to introduce modern foreign languages to children below the age of 11 in line with many other European countries.

24/9/2012-28/9/2012 Wolverhampton and telford, england, United Kingdom

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: effective strategies used to engage pupils in foreign language learning and develop intercultural understanding; use of ICT to integrate international collaboration in everyday learning across the curriculum; new approaches to engage staff in developing a more creative curriculum with integrated partnership work; cooperation of teachers to develop shared curriculum objectives; planning a curriculum which integrates language learning, community cohesion and intercultural understanding.

Keywords: communication in foreign languages curriculum intercultural education

HOW?

Participants will: visit specialist centres that support teacher training; take part in seminars delivered by specialist practitioners; observe teachers work in the classroom; meet ICT practitioners to view software used in primary education to develop collaborative areas for international learning; attend a workshop on international learning.

WHOM?
organiser(s): aLLeN amy Language Networks for Excellence School of Law, Social Sciences and Communications Millennium City Building City Campus South - University of Wolverhampton Wolverhampton, WV1 1LY Tel. +44- 1902 518969 Fax +44- 1902 824418 Email: [Link]@[Link] Website: [Link] saRgeaNt helen Language Networks for Excellence School of Law, Social Sciences and Communications Millennium City Building City Campus South - University of Wolverhampton Wolverhampton, WV1 1LY Tel. +44- 1902 518966 Fax +44- 1902 824418 Email: [Link]@[Link] Website: [Link]

Head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of local, regional and national authorities.

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[Link] [Link] [Link]/

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LaNgUage teaChINg aND LeaRNINg

Innovative methods for foreign language teaching and learning

Group No: 59 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The aim of the visit to Konya is to demonstrate how language learning and teaching is implemented in Turkish schools. Language teaching is one of the most important topics in national education in Turkey and different models have been developed in search of an adequate one. We have innovative models, which use daily life and artistic skills as tools. This visit will gather foreign language teaching experts, teachers and teacher candidates from different European countries, and will disseminate the current foreign language teaching policy of the Council of Europe.

15/10/2012-19/10/2012 Konya, turkey

Working language:

WHAT?

english

Number of places: 15 Minimum required: 7

Participants will learn about: the importance of learner mobility in English language teaching; different intelligences and learning styles; ideal class size and number of hours for language teaching; pupil self-evaluation as part of the learning to learn process; curricular flexibility of schools and individual teachers to respond to needs of a changing society.

HOW?
Keywords: communication in foreign languages language skills teachers and trainers competences

Participants will: visit primary and secondary schools and observe lessons; meet the education faculty dean and get information about our institution; watch a presentation of how we work together with NGOs, SMEs, vocational centres; attend a seminar on Mevlana, a 13th century Anatolian philosopher, and his education philosophy; discuss practices in participants countries.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): CINAR Kevser Selcuk University, Ahmet Keleolu Faculty of Education Meram Yeni Yol Konya, 42090 Tel. 0090 50 53 77 82 68 Fax 0090 33 23 23 82 25 Email: arikankevser@[Link] Website: [Link]

Bu ziyarette farkl Avrupa lkelerinden gelecek yabanc dil retimi uzmanlar, retmenleri, retmen adaylar ve ilgili yetkilileri ayn platformda bir araya getirerek fikir ve deneyimlerini paylamalarn salamay ve Etkili ngilizce Eitim Yntemlerini tartmay ve iki dilli eitimin gerek tanmn ve nasl organize edilmesi gerekliliini belirlemeyi amalyoruz. Ayrca, rencilerin hedef dile maruz kalmalar gereken boyutlar konusunda da fikir alveriinde bulunulmasn amalamaktayz.

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[Link] [Link] [Link] [Link] [Link] [Link]/ [Link] [Link] [Link]/bilkent/academic/matefl/[Link]

90 CEDEFOP STUDY VISITS

LaNgUage teaChINg aND LeaRNINg

CLIL skills to support teacher and trainer mobility

Group No: 60 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The CLIL approach has become a distinguishing characteristic of the FVG region school system thanks to synergy created between schools administrators, academic and VET management of the network RETE CLIL. In this multicultural context, IAL FVG (IAL Innovazione Apprendimento Lavoro Friuli Venezia Giulia) provides specialised language training in the Friuli Venezia Giulia region and hosts teachers, trainers and students from different countries to improve cooperation and sharing good CLIL practice in a European dimension.

22/10/2012-25/10/2012 monfalcone, Italy

Working language:

WHAT? english

Number of places: 15 Minimum required: 6

Participants will learn about: CLIL implementation strategies (planning, teaching and assessing); CLIL good practice from pre-primary to secondary levels; tools used to integrate the European dimension into the curriculum; European initiative for exchanging upper secondary students, students, young graduates, apprentices, unemployed, volunteers, young workers, educators, teachers and business people, etc.

HOW?
Keywords: content and language integrated learning (CLIL) intercultural education teachers and trainers mobility

Participants will: visit a range of schools and institutions to share experiences and observe new European projects (Comenius, Leonardo da Vinci mobility); have a round table on creative and critical thinking with head teachers, university professors and those responsible for the foreign language department.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): CostaLoNga giorgia IAL - Innovazione Apprendimento Lavoro Friuli Venezia Giulia Via Oberdan, 22 Pordenone, 33170 Tel. +39-0434 50 55 57 Fax +39-0434 50 55 57 Email: [Link]@[Link] Website: [Link]

La Visita di Studio in oggetto: permette ai partecipanti di incontrare gli esperti della metodologia CLIL operanti nelle scuole, universit e imprese del territorio del Friuli Giulia e non solo; fa conoscere le buone pratiche CLIL applicate negli istituti della Regione FVG; Europass Passaporto Europeo delle Lingue; la certificazione TKT:CLIL rilasciata dallUniversit di Cambridge; diffondere le opportunit di Mobilit e Scambio del Programma LLP, Giovent in Azione, Erasmus Mundus.

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[Link] [Link]/progetti/clil/files/clil_corso.doc [Link]/progetti/clil/files/[Link] [Link]/clil/documenti/clil_comp.doc [Link] [Link] [Link]

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Lducation plurilingue: mthodes denseignement dans les classes bilingues

Numro de groupe: 61 Phase 1 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Encourager lacquisition de comptences cls dans tout le systme dducation et de formation

POURQUOI?

24/10/2012-26/10/2012 Craiova, Roumanie

Langue de travail:

franais

Certaines coles de la ville de Craiova sont impliques dans lducation bilingue. Elles sintressent lapplication des mthodologies pour lapprentissage intgr des langues trangres. Ces coles sont parmi les premires dans le pays qui ont mis en uvre des politiques innovantes dans lenseignement intgr des langues trangres. Notre collge, le Collge national Elena Cuza, a une tradition de plus de 40 ans dans lenseignement bilingue (franais, anglais, espagnol, allemand). Il fait partie du groupe de 24 lyces qui sont impliqus, au niveau national, dans lenseignement bilingue aux lves des filires francophones avec pour but lobtention dun baccalaurat mention francophone pour les lves de la classe bilingue. Le curriculum scolaire, qui relve de la dcision de lcole, a galement t adapt lenseignement bilingue. Cette visite offre la possibilit dchanger sur les mthodologies de lenseignement et de lapprentissage des langues.

Nombre de places: 15 Minimum requis: 6

QUOI?

Mots cls: comptences des enseignants et formateurs enseignement dune matire par lintgration dune langue trangre (emILe) programmes dtudes et de formation

Le participant dcouvrira: des nouveaux concepts de lenseignement plurilingue; des exemples pratiques dutilisation des instruments mthodologiques tels que CLIL/EMILE; les politiques ducatives roumaines; des manuels scolaires roumains utiliss en classe de langue.

COMMENT?

Le participant: prendra part aux dbats sur lenseignement interdisciplinaire bilingue; rencontrera des professeurs et des tudiants de notre collge et dautres lyces; rencontrera des reprsentants de lInspection scolaire de notre dpartement; observera le travail des lves et des enseignants en classe; tablira des contacts pour de futures collaborations.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, chefs de dpartements, reprsentants de rseaux et dassociations denseignement et de formation.

BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL:

organisateur(s): COTFAS Liviu Colegiul Naional Elena Cuza Str. Mihai Viteazul, no. 12 Craiova, 200417 Tel. +40 02 51 41 63 53 Fax +40 02 51 41 63 53 Email: liviucotfasa@[Link] Website: [Link]

Colegiul National Elena Cuza a efectuat experimente inovatoare n domeniul predrii i nvrii limbilor strine, n special n limba [Link]-un Acord guvernamental elevii si susin bacalaureatului dup sistem francez. Colegiul este n prezent i centru regional de evaluare DELF. n Craiova, sunt i alte coli implicate n nvmntul bilingv i interesate in aplicarea unor metodologii pentru nvarea integrat a limbilor strine. Aceste coli sunt printre primele din ar care au pus n aplicare politici inovatoare n predarea integrat a limbilor strine, inclusiv prin curriculumul colar la dispoziia colii. Vizita are drept scop creearea de oportuniti pentru schimbul de bune practici referitoare la noi metodologii de predare i nvare a limbilor strine.

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92 CEDEFOP STUDY VISITS

Use of ICt IN LeaRNINg

School of the future: how to innovate through creativity and ICT

Group No: 62 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Sardinian schools, thanks to a regional plan, will be supplied with whiteboards, tablets and online resources in every classroom. The IIS Asproni of Iglesias is one of the first schools experimenting with this innovation. The school of the future will require a new approach to learning, new settings and most of all creative methodologies that exploit ICT to their full. Different learning styles need different teaching approaches to create a motivated learner. Hands-on experience and social learning are important. Creative use of ICT can create a community of learners, ready to cooperate and learn from one another. Science and art meet again to help students promote a learning environment primarily based on observation of natural phenomena, where students and not books are at the centre of the process.

1/10/2012-4/10/2012 Iglesias, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: how to integrate art and science; how schools have experimented with new learning environments for their classes; how to support both teachers and students in a CLIL project; how to improve language learning through ICT; how to stimulate creativity of teachers and students.

Keywords: content and language integrated learning (CLIL) digital competence innovative approaches

HOW?

Participants will: meet students involved in projects dealing with innovation at school; observe teachers and students in CLIL activities; join an art/science laboratory; discuss common critical issues in the process of introducing the tools and possibilities of Web 2.0 in our schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): CUCCU Roberto Istituto Istruzione Superiore Giorgio Asproni Localit Su Pardu Iglesias, 09016 Tel. +39-0781 236 92 Fax +39-0781 25 50 79 Email: cais01300v@[Link] Website: [Link]

Grazie alla Regione Sardegna le scuole sarde stanno per essere rivoluzionate grazie ad un progetto che porter in ogni classe LIM, tablet and risorse on line per la didattica. LIIS Asproni di Iglesias una delle poche scuole che stata scelta per sperimentare linnovazione prima delle altre. La scuola del futuro richieder un nuovo approccio verso lapprendimento, nuovi ambienti e soprattutto nuove metodologie che siano creative e sfruttino a pieno le potenzialit delle TIC. Diversi stili di apprendimento richiedono diversi approcci didattici per motivare gli studenti. Esperienze concrete e apprendimento sociale sono un fattore ugualmente decisivo. Un utilizzo creativo delle TIC consentir alle classi di creare comunit di apprendimento.

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[Link] [Link]/[Link] [Link]

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Use of ICt IN LeaRNINg

How ICT techniques improve teaching and learning processes

Group No: 63 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Implementing ICT into general education is currently one of the most important elements of Polish educational policy. In our region, many educational institutions have successfully introduced innovative ICT solutions in training, teaching and learning, including languages. We would like to share examples of good practice. Participants will have the chance to exchange ideas on innovative teaching and learning approaches, creative actions and good practices at many levels. Visits to a lower secondary school in Tuchowicz, a language school in Lukow and Cardinal Wyszynski University in Warsaw are part of the programme.

3/10/2012-5/10/2012 tuchowicz, Poland

Working language:

WHAT?

english

Number of places: 12 Minimum required: 6

Participants will learn about: use of ICT in primary, secondary and tertiary education; use of ICT in teaching foreign languages from the perspectives of students, teachers and trainers; how to enrich learning, teaching and training with different multimedia tools; how to increase interest and motivation of students through virtualisation of teaching and self-teaching; methods, techniques and educational tools used in classrooms and training.

Keywords: innovative approaches language skills

HOW?

Participants will: visit primary, lower secondary schools, a private school and university; meet local directors, head teachers, trainers, authorities; attend lectures, round table discussions, workshops.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Celem programu wizyty studyjnej jest zapoznanie uczestnikw z nowoczesnymi technologiami komputerowymi (ICT) wczonymi w proces nauczania na wielu poziomach od szkoy podstawowej do uczelni wyszej, rwnie w sektorze prywatnym, a take w nauczaniu jzykw obcych. Uczestnicy bd obserwowa prowadzone zajcia na kadym z poziomw, dyskutowa prezentowane i uywane narzdzia ICT, ocenia ich rol w ksztatowaniu samoksztacenia i kreatywnoci uczniw oraz ich roli w motywacji. Uczestnicy spotkaj si rwnie z lokalnymi wadzami, dyrektorami szk i osobami odpowiedzialnymi za edukacj.

organiser(s): BaRaNoWsKI artur Zesp Szk w Tuchowiczu Tuchowicz 45 Tuchowicz; Gmina Stanin, 21-421 Tel. +48- 503 52 29 60 Email: [Link]@[Link] Website: [Link] [Link]/

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[Link] [Link]/en

94 CEDEFOP STUDY VISITS

Use of ICt IN LeaRNINg

Use of ICT in formal and non-formal education

Group No: 64 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Vimercate is a town near Milan where universities, schools and organisations are using ICT in education and training. As Vimercate is the site of an old IBM establishment, it is a high-tech ICT district. ICT is also used in schools for adults, students with special needs and students in hospital. Liceo Banfi uses multimedia learning objects composed of text, video and other digital material through e-learning platforms, wiki, blogs and cooperative learning. It has four laboratories for using new technologies.

8/10/2012-12/10/2012 Vimercate, Italy

Working language:

WHAT? english

Number of places: 15 Minimum required: 5

Participants will learn about: initiatives to improve use of ICT in education and training; cooperative learning, a new methodology which uses ICT to improve relations between learners and teachers; new approaches to develop collaborative networks; methods, tools and strategies used in ICT education and training; digital, social and language skills improvement through use of ICT.

HOW?
Keywords: adult learning learning to learn special needs

Participants will: visit schools, centres for education and training of adults and students with special needs; meet teachers, headmasters and representatives of local education authorities; attend a workshop and lectures on pedagogical approaches related to use of ICT.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Questa visita nasce dallesperienza di come luso delle ICT possa aumentare la motivazione dei discenti: questi strumenti sono diffusi anche nelle scuole primarie e nei centri di educazione permanente che si occupano delleducazione degli adulti, che organizzano corsi per lapprendimento delle tecnologie digitali e che usano le ICT per linsegnamento disciplinare e per lintegrazione delle fasce pi deboli. Il Liceo Banfi si proposto come centro di raccordo perch crede profondamente nella cooperazione, nel confronto e nel dialogo tra popoli di diverse regioni europee. Lo scambio di esperienze, in ambito tecnologico, migliorer le buone pratiche gi in uso e si costituir un importante network.
organiser(s): RUNfoLa Caterina Liceo Scientifico Antonio Banfi via Adda 6 Vimercate, 20059 Tel. +39-039 685 22 63 Fax +39-039 608 08 05 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]/europa/ [Link] [Link]/ [Link]/ [Link]/ [Link]/cms/[Link] [Link]/

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ICT for creating a better future

Group No: 65 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Using ICT in education to improve key competences is a major policy of the Turkish Ministry of Education. Kayseri is a town with about 500 000 inhabitants, 118 000 students, 132 all-level schools and two regional universities. Our local authority implements new and innovative projects to improve key competences of both learners and teachers through ICT, to support disadvantaged groups through online/ distance education and especially vocational training to meet demands of the labour market. E-school, Fatih or the conqueror project, ICT use in language learning and distance vocational learning projects for disadvantaged groups are some good practices. In our region, all stakeholders (educational institutions, business sectors and civil society) cooperate to improve quality of lifelong learning.

15/10/2012-19/10/2012 Kayseri, turkey

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Participants will learn about: ICT use in teaching and learning in pre-school, primary and secondary schools; national and local ICT projects, including distance vocational learning projects for disadvantaged groups; cooperation between stakeholders such as governmental, non-governmental and business sectors.

Keywords: digital competence key competences personalised learning

HOW?

Participants will: visit primary and secondary schools, adult education centres and a textile vocational secondary school built and equipped with ICT-based machinery by the Textile Employers Association; meet teachers, students and administrators, representatives of chambers of commerce and trade; share ideas and discuss challenges and good practices in participant countries and institutions.

WHOM?
organiser(s): DIKmeN mustafa Melikgazi Local Directorate of National Education Kilicaslan M. Kizilirmak C. No:2 Melikgazi Kayseri, 38050 Tel. 0090 50 54 54 05 32 Fax 0090 35 22 33 31 00 Email: m.yasar38@hotmail. com,nuriyeyasar@[Link] Website: [Link] yasaR mehmet Melikgazi Local Directorate of National Education Kilicaslan M. Kizilirmak C. No:2 Melikgazi Kayseri, 38050 Tel. 0090 50 54 54 05 32 Fax 0090 35 22 33 31 00 Email: nuriyeyasar@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Ev sahibi kurum, blgesindeki eitimin kalitesini arttrmak amacyla bata BIT alannda olmak zere farkl alanlarda almalarn yrtmekte ve iveren-sivil toplum-eitimci ibirlii alannda eitimin kalitesini arttrmaya hizmet eden tm altyap, teknik donanm ve eitime destein salanmasnda dier illere hatta lkelere rnek olacak ibirlii rneklerine ve almalara sahiptir. Dzenleyecei bu evsahiplii ile yrtt bu almalar dier AB lkelerinden katlmclarla paylamay amalamaktadr.

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[Link] [Link]/melikgazi/

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Use of ICt IN LeaRNINg

Promoting use of ICT in learning and teaching

Group No: 66 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The municipality of Maia acknowledges that use of ICT is a way of contributing to inclusion of every citizen in the world today. Taking advantage of its entrepreneurial characteristics, the municipality has implemented successful ICT use in schools throughout learning and teaching processes. Twelve years ago Maia park of science and technology was created, now hosting more than 60 enterprises with more than 1300 work places. Many of these enterprises have high technological density, making this place an important research and development centre. This structure intends to induce regional development and dynamics of enterprises for innovative and technology-based activities in a qualified and multicompetence environment.

22/10/2012-26/10/2012 maia, Portugal

Working language:

english

WHAT?

Number of places: 15 Minimum required: 6

Participants will learn about: ICT methods and tools for learning; new approaches to use of ICT in the learning process; increasing students motivation and interest through use of ICT; interactive methods in managing educational institutions.

HOW?
Keywords: adult learning competences in science and technology digital competence

Participants will: visit general, vocational schools and a university using ICT successfully; observe teachers work in the classroom; meet experts and teachers involved in ICT projects; meet representatives of the municipality and its institutions; exchange information, experience and share examples of good practice.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, head teachers, teacher trainers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

O Municpio da Maia reconhece que o uso das TIC constitui uma forma de incluso dos cidados no mundo em que vivemos actualmente. Tirando vantagem das suas caractersticas empreendedoras, o Municpio da Maia implementou, nas suas escolas, prticas que permitem o uso das tecnologias por parte de alunos e professores durante o processo de ensino e aprendizagem para atingir resultados. Temos uma larga experincia na promoo desta rea, o que, aliado aos recursos de que dispomos, oferece a estrutura necessria para a organizao de uma visita desta natureza.

organiser(s): VIeIRa marta Cmara Municipal da Maia Praa do Doutor Jos Vieira de Carvalho Maia, 4474-006 Tel. 00351229 40 86 00 Fax 00351229 41 28 46 Email: drice@[Link] Website: [Link]

WWW.
[Link]/ [Link]/mDe/INteRNet/Pt/sUPeRIoR/esCoLas/IsmaI/[Link] [Link]/tecmaia/ [Link]/mDe/Internet/Pt/Basico/agrupamentos/gueifaes/ Informacaogeral/historia/[Link] [Link]/NR/exeres/224B0284-D529-4311-B5C40C86a9DC85C9,[Link]

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Not only teach but also learn all together with technology
Group No: 67 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In recent years, the sense of education has been changed by computer technology. The curriculum and students books have been adapted to these changes. All teachers have been trained in the new curriculum and the education ministry decided to give tablet computers with electronic boards to all students. All these rapid changes have created enourmous synergy. The Provincial Directorate of National Education in Karabk is a public institution working under the Ministry of National Education. It is responsible for management of all education and training activities in the region. The Karabk e-knowledge and Karabk e-document are two examples of sharing knowledge and ideas effectively between teachers, students and parents via the Internet.

12/11/2012-16/11/2012 Karabk, turkey

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Participants will learn about: use of information technologies from pre-school education to university and its effects on students success; advantages and disadvantages of ICT technologies in primary and secondary schools; monitoring use of ICT by the Directorate of National Education; application of Karabk e-knowledge and Karabk e-document.

Keywords: digital competence innovative approaches key competences

HOW?

Participants will: visit a special primary school, a vocational secondary school, an Anatolian school (labs) and two village schools with more traditional education; share information with teachers and directors; meet department of information technologies officials.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Karabk l Milli Eitim Mdrl olarak limiz genelindeki 117 okul ve kurumda eitim retim hizmetleri alannda almaktayz. Yenilik ve Eitim Teknolojileri Genel Mdrl lke genelinde ok nemli alan Fatih Projesini uygulamaktadr. Projenin ana temas eitimde teknolojinin retmenler ve renciler tarafndan snflarda kullanlmas. l Milli Eitim Mdrl olarak 2007 ylnda dzenlediimiz ayn konulu alma ziyaretinden aldmz geri dntlerle ve o zamandan gnmze kadar olan gelimelerde bu alma ziyaretinde Avrupa Birliinden gelen uzmanlarla paylalm olacaktr. Ziyaretiler, okul ncesi eitimden niversiteye kadar olan eitim kurumlarmz da inceleme frsat bulacaktr.

organiser(s): gIRgIN erol Karabk Directorate For National Education Valilik Binas Kat:2-3 Karabuk, 78100 Tel. 0090 37 04 12 22 80 Fax 0090 37 04 24 23 33 Email: egirgin@[Link] Website: [Link]

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[Link] [Link] [Link]

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Learning creativity for fostering innovation

Group No: 68 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Creativity as part of the innovation process is becoming a crucial driving force in terms of differentiation and competitiveness in national and international markets, especially in the goals of the Lisbon strategy. Design, innovation and creativity play a crucial role for SMEs, where people are the main source of innovation. SMEs usually experience a lack of financial resources, therefore they have to mobilise human resources to achieve development and growth. Supporting SMEs in learning creativity can improve their innovation potential and at the same time represent an approach to human resources development. Skupina Primera believes more countries should be supporting learning creativity in SMEs to help with their development.

17/9/2012-20/9/2012 Ljubljana, slovenia

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Keywords: adult learning entrepreneurship teachers and trainers competences

Participants will learn about: the latest findings on approaches to innovation, where the end users are at the centre of product or service development; creativity thinking techniques (Edward de Bonos techniques and design method); creativity techniques and lateral thinking tools; leadership for easing the innovation process; teaching creativity as an integral part of the innovation process; case studies and innovation in a retail company and industry design company.

HOW?

Participants will: meet trainers and professors, who teach creativity, innovation and entrepreneurship; visit retail and industry design companies and explore their innovation systems; attend workshop on creativity thinking tools; discuss different approaches to teaching creativity and innovation.

WHOM?

Company training managers and human resource managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): taCeR Blanka Institution Skupina Primera Rona dolina, cesta XI 32 Ljubljana, 1000 Tel. 00386 59 159 490 Email: [Link]@[Link] Website: [Link]

Kreativnost kot del inovacijskega procesa je kljuni dejavnik za diferenciacijo in konkurennost podjetij na nacionalnih in mednarodnih trgih, e posebej v lui ciljev, sprejetih v Lizbonski strategiji. Kreativnost in inovacije so kljune v malih in srednjih podjetjih, ki imajo za razvoj na voljo le malo finannih sredstev, zato morajo za razvoj in rast toliko bolj mobilizirati loveki potencial. Podpora malim in srednjim podjetjem pri uenju kreativnosti razvija njihov inovacijski potencial in predstavlja zanimiv pristop k razvoju zaposlenih. Z uenjem tehnik razmiljanja, tudijami primerov, predstavitvami najnovejih spoznanj s podroja pristopov k inovativnosti in diskusijami o pouevanju inovativnosti bo tudijski obisk prispeval k novemu znanju udeleencev.

WWW.
[Link]

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Arts, entertainment and recreation

Young entrepreneurs and the education system

Group No: 69 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Creative industry is a major growth sector for the UK. More small businesses are being started by young people, sometimes while at school. Some schools encourage young entrepreneurs by teaching leadership and financial skills and some run clubs for 14-16 year olds to set up their own businesses. But what else can schools do to teach and encourage entrepreneurship? Birmingham has a vibrant youth culture which supports new creative and digital industries. Birmingham is part of a major urban area which was at the heart of the first industrial revolution. Until recently, many people were employed in traditional manufacturing industries. We now need to encourage new industries, including those in the creative sector. MADE is a not-for-profit organisation which promotes cultural activities to improve towns and cities. We engage people in the heritage of places, we advise developers on good design, and we offer vocational experiences to young people in built environment professions.

1/10/2012-5/10/2012 Birmingham, england, United Kingdom

Working language:

english

Number of places: 16 Minimum required: 8

WHAT?

Keywords: digital competence entrepreneurship young people

Participants will learn about: initiatives to teach entrepreneurship and business development to 14-16 year olds, for example, supporting young people to set up and run their own businesses from school premises and in school time; teaching skills which encourage entrepreneurship; support mechanisms for novice young entrepreneurs; Birminghams growing creative and digital industries.

HOW?

Participants will: visit schools and meet teachers and students involved in small businesses; visit new creative businesses run by young people; meet organisations which encourage and support young entrepreneurs; take part in digital media activities (tweeting, blogging for our websites, download photos).

WHOM?

Directors of education and vocational training institutions, centres or providers, heads of departments, pedagogical or guidance advisers, representatives of local, regional and national authorities, researchers.

organiser(s): PUZey Jane MADE (Midlands Architecture and the Designed Environment) 7 Newhall Square Birmingham, B3 1RU Tel. +44(0) 12 13 48 79 80 Email: jane@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]/[Link]

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fostering entrepreneurial talent in education

Group No: 70 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Europe needs more entrepreneurs. Promotion of entrepreneurship and the entrepreneurial mindset has to start already at school. In 2002, DBO (an agency of the Flemish Department of Education and Training) started to run its first project to foster entrepreneurship among young people in schools. Since then several new (international) projects, initiatives and competitions have been developed to stimulate entrepreneurship and improve the image of an entrepreneur, not only in VET but also in general education. During this visit we would like to share our experiences and good practices.

16/10/2012-19/10/2012 antwerp, Belgium

Working language:

WHAT? english

Number of places: 14 Minimum required: 5

Participants will learn about: educational projects in Flanders to promote entrepreneurship; the action plan entrepreneurial education in Flanders; teaching methods, instruments and material; e-support for teachers and schools; examples of good practice; the Flemish business plan competition.

HOW?
Keywords: entrepreneurship key competences young people

Participants will: meet teachers and people responsible for educational projects to promote entrepreneurship; meet pupils participating in projects and good practices; exchange ideas and experiences; visit secondary schools; take part in an entrepreneurial quest in the centre of Antwerp.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s):

Europa heeft nood aan meer ondernemers. Het promoten van het ondernemerschap en het ontwikkelen van de ondernemingszin dient reeds te gebeuren op school. Reeds in 2002 startte DBO (een onderdeel van het Vlaams ministerie van onderwijs en vorming) met zijn eerste project om het ondernemerschap bij jongeren op school te promoten. Sindsdien bouwde DBO heel wat ervaring op met het ontwikkelen en uitvoeren van allerlei (internationale) ondernemerschapsprojecten, initiatieven, competities en wedstrijden voor secundaire [Link] dit bezoek willen we graag onze ervaringen en goede praktijkvoorbeelden delen.

SCHRAM Paul Departement Onderwijs en Vorming Dienst Beroepsopleiding Koning Albert II-laan 15 Brussels, 1210 Tel. +32-2 553 88 96 Fax +32-2 553 88 45 Email: [Link]@[Link] Website: [Link]/dbo

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[Link] [Link] [Link]/dbo [Link] [Link]

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Entrepreneurship in curriculum-based education through regional networks

Group No: 71 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Both internal and external entrepreneurship are important key competences when preparing young people for working life today and tomorrow. It is also the theme of the Uusimaa region for the year 2012. In Finland, we have built a nationwide network to support teacher education and integration of entrepreneurship into the curriculum both in general and vocational education. At the same time we support cooperation between schools and working life as well as between different levels of education.

16/10/2012-19/10/2012 Kerava, finland

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: integration of entrepreneurship into curriculum; methods in entrepreneurship education at comprehensive school, upper secondary school, vocational school and university of applied sciences; creating a functional network between learning institutions and enterprises; networks to support teachers in entrepreneurial learning; ways to integrate different groups of students and methods of learning into vocational institutes.

HOW?
Keywords: curriculum entrepreneurship young people

Participants will: visit a comprehensive school, upper secondary school, vocational school, and university of applied sciences; participate in lectures given by experts in entrepreneurship; participate in an innovative workshop on how to plan cooperation between comprehensive and upper secondary schools and enterprises; meet representatives of enterprises and business-related federations; have a possibility to benchmark different project results and methodologies.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): tUoRI-NymaN Kristina Keuda Vocational College Sibeliuksenvyl 55 A Jrvenp, 04400 Tel. +358 50 380 3831 Fax +358 9 271 5932 Email: [Link]-nyman@[Link] Website: [Link]

Vuosi 2012 on Uudellamaalla yrittjyyden teemavuosi, jonka yhten tavoitteena on kehitt verkostoyhteistyt eri oppilaitosten ja yritysten vlill tulevaisuuden yrittjien ja tyntekijiden kouluttamiseksi. Laurea-ammattikorkeakoulu, Keski-Uudenmaan koulutuskuntayhtym Keuda, Riihenmen koulu ja Mntsln lukio ovat jo usean vuoden ajan kehittneet yrittjyyskasvatuksen opetusmenetelmi, opettajien koulutusta ja koulu-yritysyhteistyn malleja. Oppilaitosten vlille on muodostunut yhteistyverkosto, jonka tavoitteena on rakentaa yrittjyyden polku perusopetuksesta aina korkea-asteelle. Opintovierailun aikana osallistujalla on mahdollisuus tutustua eri oppilaitoksissa tehtvn tyhn sek yhteistyprojektien tuotoksiin ja tuloksiin.

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[Link]/english/education [Link] [Link]

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Innovation and entrepreneurship - Connecting education, business and local communities

Group No: 72 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The Danish education system plays an important role in stimulating entrepreneurship and innovation, key issues for growth and development. That is why the Danish government has worked out strategies for education in entrepreneurship to help with mastering innovative methods and competences to develop students entrepreneurial skills. Herning maintains this as a key focus.

22/10/2012-26/10/2012 herning, Denmark

Working language:

WHAT?

english

Number of places: 15 Minimum required: 6

Participants will learn about: didactics and educational methods for entrepreneurship and innovation through theoretical and hands-on experience; cooperation of schools with the local business community; support from local business and the chamber of trade and commerce for school initiatives; guidelines for best practices for entrepreneurship and innovation in education of children and young people.

HOW?

Keywords: entrepreneurship innovative approaches learning to learn

Participants will: take part in an initial course on entrepreneurship and innovation (the creative platform); visit municipal primary and lower secondary schools focusing on entrepreneurship and innovation and VIA, Teachers Resource Centre in Herning; observe teachers and students work in the classroom; meet representatives of the community, municipal schools and local business.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Herning kommune satser p entreprenrskab og innovation i undervisningen i folkeskolen. Deltagerne fr mulighed for at deltage i hands-on kursus i den kreative platform, der danner grundlag for undervisningen ude p skolerne. Derudover kommer deltagerne p skolebesg p bde store og sm skoler, hvor entreprenrskab og innovation er centrale dele af undervisningen. Her vil man se best-practice og kunne udveksle synspunkter med elever, lrere og ledere fra skolerne og Herning kommune. Desuden besger deltagerne Herning kommunes kulturelle sevrdigheder og VIA, Center for Undervisningsmidler.

organiser(s): thyBo Kurt VIA, University College CFU Teachers Resource Center A.I. Holms Vej 97 Herning, 7400 Tel. 45 87 55 27 18 Fax 45 87 55 27 01 Email: kth@[Link] Website: [Link]/cfu

WWW.
[Link]/partnerskab

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The role of school in drug abuse prevention

Group No: 73 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Today education systems should not only ensure teaching, learning and academic achievement. They should also help to develop social skills, including responsible citizenship. Substance abuse and its consequences ask for proactive prevention and/or reducing its effects on individuals, their families and wider community. Schools have great potential for prevention by designing and implementing targeted programmes and paying special attention to vulnerable groups of students as children and youth spend most of their time at educational institutions. We hope that through exchanges among participants on prevention models and examples of good practice in Croatia and their countries, prevention programmes at national and local levels can be improved.

11/9/2012-14/9/2012 Zagreb, Croatia

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: models of cooperation and partnership between institutions involved in drug abuse prevention; examples of good practice in health education and drug abuse prevention (for example, educational and social projects in health promotion) in participants countries; in-service teacher training programmes related to drug abuse prevention.

Keywords: health education school environment young people

HOW?

Participants will: visit local authorities, schools and non-governmental organisations; meet heads of schools, teachers and trainers involved in prevention programmes and students; exchange information, experience and examples of good practice.

WHOM?

organiser(s): VamPULa Boris Education and Teacher Training Agency Donje Svetice 38 Zagreb, 10000 Tel. +385- 12 78 51 01 Fax +385- 12 78 50 01 Email: [Link]@[Link] Website: [Link] tot Darko Education and Teacher Training Agency Donje Svetice 38 Zagreb, 10000 Tel. +385- 12 78 50 65 Fax +385- 12 78 50 01 Email: [Link]@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Djeca i mladi od najranije dobi provode najvei dio svoga vremena u odgojno-obrazovnim ustanovama to predstavlja znaajan preventivni potencijal u pripremi i provoenju prevencije zlouporabe droga i brige za ranjive i rizine skupine uenika. Cilj posjete je predstaviti modele rada na prevenciji ovisnosti u Hrvatskoj i kroz prikaze modela prevencije i primjera dobre prakse iz zemalja sudionika unaprijediti preventivne programe na nacionalnoj i lokalnoj razini. Sudionici e imati priliku posjetiti relevantne vladine i civilne institucije koje se bave provedbom preventivnih programa.

WWW.
[Link]

104 CEDEFOP STUDY VISITS

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Environmental education centres: supporting actions for sustainability

Group No: 74 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Environmental education is important in a country with diverse but endangered ecosystems. In ancient Olympia, active communities are struggling to consolidate environmental consciousness in a region hard hit by wild fires and agricultural pollution. The environmental education centre of Krestena is working to encourage cooperation between schools, institutions and local government on sustainability. Exchange of experience at international level is expected to have multiple benefits, including propagation of environmentally responsible behaviour.

1/10/2012-5/10/2012 olympia, greece

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: efforts to promote environmental education on a national scale; implementation of environmental education programmes in primary and secondary schools; the role of environmental education centres in Greece; local action for sustainability undertaken by active citizens, non-governmental organisations and institutions; effects of the economical crisis in efforts to propagate environmental consciousness.

HOW?
Keywords: lifelong guidance social partners sustainable development

Participants will: observe outdoor education in protected areas; visit two world heritage sites and discuss their environmental context; meet education and local government officials to discuss sustainability issues; visit schools active in environmental education and discuss novel approaches with teachers; study cases of private initiatives in the direction of sustainability.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

. 41 , , , . , , .
organiser(s): PaNagIaRI maria IKY 1 Makri St. & Dion. Areopagitou Athens, 11742 Tel. +30- 2103726398 Fax +30- 2103221863 Email: studyvisits@[Link] mpanagiari@[Link] Website: [Link]

WWW.
[Link]/[Link]?mylang=english

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Be active and make it sustainable

Group No: 75 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Sustainable development is a topic of common interest to government and non-government organisations in our region and to citizens living in the city. It is also in line with the Turkish development plan for building an information society, growing stability, equity and global competitiveness to prepare Turkey for joining the EU. In Afyonkarahisar and its region, the concept of sustainable development is rapidly developing and there is a need for education and training in this field. Proper teaching and learning are two essential requirements to make students and learners more aware of and active about sustainable development.

15/10/2012-19/10/2012 afyonkarahisar, turkey

Working language:

WHAT?

english

Number of places: 15 Minimum required: 7

Participants will learn about: different applications of sustainable development education; how to raise learners awareness of and how to involve them in sustainable development through education in classrooms, schools and homes; how to attract public interest in the topic.

HOW?
Keywords: key competences social and civic competences sustainable development

Participants will: visit the solid waste disposal facility of Afyonkarahisar Municipality, Afyonkarahisar environment services union, three eco-schools, a university; take part in informative sessions given by practitioners, academics and experts; have group discussions.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Srdrlebilir kalknma eitimi olduka yeni bir eitim konusu olmakla beraber son yllarda nemi daha fazla hissedilmektedir. Bu eitimi, renci geliimi ile gelecekte karlalacak muhtemel sorunlar arasnda bir ba olarak dnmek konunun neminin daha iyi anlalmasn salayacaktr. Her ne kadar pek ok okul evre dzenlemesi ile ilgili uygulamalarla srdrlebilir kalknma konusundaki hassasiyetlerini ortaya koymu olsalar da retmenlerin ve rencilerin snf ii ve d faaliyetlerle bu konudaki eitim uygulamalarn eitlendirmeleri gerekmektedir. Bu alma ziyareti belirtilen gereklilik zerine planlanm olup katlmclarn bu alandaki bilgi ve tecrbelerinin arttrlmas hedeflenmitir.

organiser(s): aKaR tugba Afyonkarahisar Provincial National Education Directorate Karaman Mahallesi Afyonkarahisar, 03100 Tel. 0090 27 22 13 76 04 Fax 0090 27 22 13 76 05 Email: tugba_ozaskn@[Link] Website: [Link]

WWW.
[Link]/ [Link]/[Link]?WebsayfaNo=325 [Link]/ [Link]/rec-bulten/rec-avrupa/1193-surdurulebilir-kalkinma-egitimi [Link]/[Link]

106 CEDEFOP STUDY VISITS

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Outdoor learning for active citizenship and sustainability

Group No: 76 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The educational value of hands-on outdoor learning is now well-established. A report by UK government inspectors states that it can lead to greater motivation and creativity, raise standards and improve students personal, social and emotional development. Learning through direct experience in the outdoors can encourage environmental awareness and help promote active citizenship and sustainable lifestyles. Low Bank Ground is a residential outdoor education centre situated in the Lake District national park, and it has an international reputation for its good practice in outdoor teaching based on adventurous activities and environmental awareness. It holds a Gold Standard Award for the quality of its work, is an Ecocentre and runs a programme of environmental awards.

5/11/2012-9/11/2012 Lake District National Park, england, United Kingdom

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: innovative educational activities included in outdoor learning; how outdoor learning can be used to develop personal and social skills and encourage active citizenship; the value of outdoor learning in promoting environmental awareness and sustainable lifestyles; how to plan, organise and evaluate outdoor learning.

Keywords: curriculum innovative approaches sustainable development

HOW?

Participants will: observe outdoor learning in action; visit educational providers who work to encourage active citizenship and sustainable development; participate in guided outdoor and environmental activities; meet teachers, education advisers and outdoor tutors.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, researchers.

organiser(s): CooPeR geoff Low Bank Ground Outdoor Education Centre Coniston Cumbria, LA21 8AA Tel. +44- 15 39 44 13 14 Fax +44- 15 39 44 15 25 Email: geoffcooper548@[Link] Website: [Link]. com

WWW.
[Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 107

eRZIehUNg ZUR aKtIVeN BRgeRsChaft UND ZUR NaChhaLtIgeN eNtWICKLUNg

Aktive Brger und Brgerinnen dank formalem und informellem Lernen

Gruppennummer: 77 antragsrunde 1 Art des Besuches: gemischt

themeNBeReIChe:

Frderung des Erwerbs von Schlsselkompetenzen im gesamten System der allgemeinen und beruflichen Bildung

WARUM?

14/1/2013-18/1/2013 Krzyowa, Polen

Arbeitssprache:

Auf der einen Seite hat in Polen eine aktive Brgerbewegung zu den Systemumbrchen Ende der 80er Jahre gefhrt; auf der anderen aber ist das brgerschaftliche Engagement gerade in der ofiziellen Politik eher schwach ausgeprgt (z.B. sehr geringe Wahlbeteiligung bei regionalen und berregionalen Wahlen); das Thema aktive Brgerschaft ist daher von hoher Relevanz. Die Stiftung Kreisau ist aus einer internationalen Brgerinitiative heraus entstanden und vermittelt in ihrer Bildungsarbeit soziale und brgerschaftliche Kompetenzen. Im nahe gelegenen Breslau/Wroclaw gibt es viele Nichtregierungsorganisationen mit unterschiedlichen Profilen, die im Bildungsbereich aktiv sind.

Deutsch

WAS?

Anzahl der Teilnehmerpltze: 15 Erforderliche Mindestanzahl: 7

Die Teilnehmer werden Folgendes lernen: Initiativen, mit denen die Lese-, Schreib- und Rechenfhigkeit Erwachsener verbessert werden soll; formales und informelles Bildungsangebot verschiedener Einrichtungen; Validierungskriterien staatlicher Einrichtungen fr die Frderung des formalen und informellen Lernens (Kreis Schweidnitz/Swidnica und Stadt Breslau/Wroclaw).

Schlsselwrter: ehrenamtliche ttigkeit soziale Kompetenz und Brgerkompetenz Validierung nicht formalen und informellen Lernens

WIE?

Die Teilnehmer werden: Bildungssttten fr Erwachsene und Jugendliche besuchen (z.B. das Foundation House of Peace - Dom Pokoju); Nichtregierungsorganisationen kennenlernen, die sich mit Bildung und brgerschaftlichem Engagement befassen; Mitarbeiter in kommunalen Verwaltungen treffen, die ber finanzielle Frderung im Bereich Bildung entscheiden.

WER?

Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Leiter von Berufsberatungszentren, Leiter von Validierungs- oder Akkreditierungszentren, Schulleiter, Lehreraus- und -fortbildner, Bildungs- oder Berufsberater, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von rtlichen, regionalen und nationalen Behrden.

KURZe BesChReIBUNg Des BesUChes IN DeR sPRaChe Des gastgeBeNDeN LaNDes:

organisator(en): KRetsChmaNN Dominik Fundacja Krzyowa Krzyowa 7 Grodziszcze, 58-112 Tel. +48-74 85 00 251 Fax +48-74 850 03 05 Email: [Link]@[Link] Website: [Link]

Wizyta skierowana jest [Link]. do kadr kierowniczych centrw, instytucji szkolenia i doskonalenia zawodowego oraz wadz publicznych na szczeblu krajowym, regionalnym i lokalnym. Podczas wizyty uczestnicy zapoznaj si z rnymi formami oraz walidacji edukacji formalnej i nieformalnej oraz wpywem na budowanie spoeczestwa obywatelskiego. Poszczeglne czci programu rezalizowane bd w maych grupach, w formie dyskusji panelowych, prezentacji, podry studyjnych oraz szeregu praktycznych zaj. Wan rol odgrywa bdzie wymiana dowiadcze pomidzy uczestnikami i uczenie si od siebie dobrych praktyk.

WWW.
[Link] [Link]/ [Link]/ [Link] [Link] [Link]

108 CEDEFOP STUDY VISITS

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Education - Participation - Citizenship

Group No: 78 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The city of Rotterdam is a place where traditionally a lot of minorities live together and get along fine. Each minority has an opportunity of being taught, besides Dutch, in their own language and can preserve their culture, customs and traditions. Our aim is to stress the importance of internationalisation of multicultural and intercultural approaches on a European scale and concentrate on areas where intercultural dialogue is more likely to contribute to better living for people in the EU.

21/1/2013-25/1/2013 Rotterdam, the Netherlands

Working language:

WHAT?

english

Participants will learn about: European citizenship; values, pedagogical and didactic aspects of building a European identity; promoting intercultural dialogue and European cooperation.

Number of places: 14 Minimum required: 6

HOW?

Keywords: cultural awareness and expression social and civic competences social inclusion

Participants will: visit primary and secondary schools with citizenship education; meet students, teachers, heads of schools and experts; meet representatives of NEAC (network of European active citizens); have a lecture from a higher education perspective (the University of Rotterdam or the Hogeschool van Amsterdam).

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

organiser(s): DayUs-BRoUWeR Judith European Platform internationalising education P.O. Box 1007 Haarlem, 2001BA Tel. +31- 235 53 11 50 Fax +31- 235 42 71 74 Email: studyvisits@[Link] Website: [Link]

WWW.
[Link]

CATALOGUE 2012/13 109

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Opportunities in various educational settings

Group No: 79 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The overall structure of school buildings in industrial countries has remained remarkably unaffected by changing times over the past century. Architects and educationalists have introduced and promoted convincing ideas about new kinds of learning environments based on new knowledge about learning. Educational authorities in Reykjavk implemented a policy few years ago, emphasising individualised and cooperative learning. This was supposed to have consequences for all aspects of schools, including school buildings. New schools, according to the policy, are supposed to offer flexible spaces for different assignments and group sizes. A new research project takes a close look at Icelandic primary school buildings (age group 6 to 15). The aim is to identify features of change in school buildings, reflecting new challenges over the past few decades involving architecture, educational ideology, school policy and digital technology.

24/9/2012-28/9/2012 Reykjavk, Iceland

Working language:

english

WHAT?

Number of places: 14 Minimum required: 8

Participants will learn about: the individualised school; how different educational settings offer different educational approaches; the pros and cons of different approaches in designing schools.

Keywords: innovative approaches school environment

HOW?

Participants will: visit schools with different educational settings in the Reykjavik area; meet and have discussions with teachers, head teachers and school designers; take part in workshops about teaching and learning in the 21st century, modern educational settings and different approaches in designing schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): eRLINgsDttIR sta sif National Agency for the Lifelong Learning Programme - University of Iceland Dunhaga 5 Reykjavk, 107 Tel. +354- 525 4227 Fax +354- 552 8801 Email: astasif@[Link] Website: [Link] gRmssoN helgi Sjlandsskli Lngulnu 8 Garabr, 210 Tel. 354 590 31 00 Fax 354 590 31 10 Email: helgigr@[Link] Website: [Link]

Hnnun skla hefur haldist nnast breytt hinum vestrna heimi alla seinustu ld. Arkitektar og menntunarfringar hafa boa njar lausnir hnnun skla byggar nrri ekkingu nmi og kennslu. Fyrir nokkrum rum mrkuu frsluyfirvld Reykjavk stefnu ar sem einstaklings- og samvinnunm var sett ndvegi. essi stefna tti a lita allt sklastarf, ar me tali hnnun sklabygginga. nrri rannskn voru skoair slenskir grunnsklar.

WWW.
[Link] [Link] [Link]/ [Link]/ [Link]/images/stories/pdf/kynningar/kynning_skola_enska_heimasida.pdf

110 CEDEFOP STUDY VISITS

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Using student-engaging teaching methods to promote learning

Group No: 80 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Founded in 2005, Egaa Gymnasium is a high school catering for 16 to 19-year-olds. The same year, national reform of high school teaching was launched and we soon realised that the structural changes were not enough; it was necessary to change the way of teaching too. Teachers needed new tools as students demand more action and variety during lessons. We have worked a great deal on this and have gained experience in student engaging teaching methods, which we would like to share with colleagues from other countries as well as exchange ideas.

24/9/2012-28/9/2012 aarhus, Denmark

Working language:

WHAT? english

Number of places: 20 Minimum required: 8

Participants will learn about: changes in the teachers role and self-esteem; students engaging teaching methods, advantages and disadvantages of different teaching methods; cooperation with museums and enterprises; innovative working methods involving students creativity; new use of writing (learning by writing and teaching to write).

HOW?
Keywords: innovative approaches learning to learn teachers and trainers competences

Participants will: visit schools and other institutions, enterprises and museums; meet teachers and school leaders; attend lessons where different methods are used.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Vi vil gerne fortlle andre kolleger fra udlandet om de erfaringer vi har med udvikling af alternative elevaktiverende arbejdsformer. Vi har siden skolens start i 2005 haft som mlstning at udvikle elevaktiverende arbejdsformer. Vi har derfor deltaget i forskellige projekter, der har haft dette som omdrejningspunkt. Vi vil gerne formidle og diskutere de erfaringer vi [Link]. har fet med museologi, innovation, ny skriftlighed, nye lrerroller og i det hele taget kreative arbejdsformer.

organiser(s): haNseN Lise & Mrs. Kirsten Skov Egaa Gymnasium Mejlbyvej 4, Egaa Egaa, 8250 Tel. +45 89 12 42 62 Email: lh@[Link] Website: [Link]

WWW.
[Link] [Link]

CATALOGUE 2012/13 111

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Building strong professional learning communities

Group No: 81 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system There has been increased emphasis on importance of teachers and school leaders learning about teaching and learning as a basis for educational change. The region has a project leader employed especially for running school-development work based on teachers and school leaders learning about the problems they encounter in their daily activities. We have secondary schools with hardware and software in digital classrooms where methods, tools and strategies used in ICT education and training can be observed and discussed. During the visit we would like to show participants our experiences and examples of good practice in turning entrepreneurship into action plans in many schools.

24/9/2012-28/9/2012 sundsvall, sweden

Working language:

WHAT?

english

Number of places: 16 Minimum required: 8

Keywords: digital competence entrepreneurship learning outcomes

Participants will learn about: Swedish school system; development based on teachers and school leaders learning about the problems they encounter in daily work; structure of communication and contacts between schools and parents through the Internet and SMS; organisation of ICT and its usage in different municipalities in the region; project for entrepreneurship and its integration in some schools; structure and organisation of schools in the region.

HOW?

Participants will: meet politicians, directors, deputy heads and project leaders; visit secondary schools with varying numbers of children and pedagogical activities; meet teachers who will share their experiences of systematic learning and knowledgebuilding basis for school development; observe teachers work with children aged 10 to 15; work with ICT in classrooms, using the web for communication between schools and parents.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): eKmaN hans Association of local Authorities Box 3014 Hrnsand, 871 03 Tel. +46- 703150355 Email: [Link]@[Link] Website: [Link]

Vsternorrlands ln gr nu en satsning p regional skolutveckling med inriktning mot internationellt arbete. Lnet har ett antal mindre kommuner som har varit dligt representerade i internationella projekt. Med Sundsvall och rnskldsvik som utgngspunkt har lnet under fregende r tagit fr sig av det programutbud som LLP-programmet ger mjligheter till. Vi har skolformer frn frskola till vuxenundervisning och lnets kommuner samverkar fr att p s stt kunna erbjuda ett brett utbud av besk och pedagogiska aktiviteter. Vr fortsatta planering r att frlgga ytterligare ett studiebesk till Sundsvall/Timr/Hrnsand under hsten 2012 med fokus p pedagogiskt utvecklingsarbete, samarbete hem och skola via Internet och entreprenrskap.

WWW.
[Link]/pbs/pbs-in-english

112 CEDEFOP STUDY VISITS

DeVeLoPINg CReatIVIty IN LeaRNINg aND teaChINg

Developing competencies, talents and creativity outside formal education

Group No: 82 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Young people have different needs for their self- expression and self-development. They want to try different roles to prepare themselves for future careers. Formal education systems usually have no time for such activities, so a special extracurricular education (or hobby education) system has been developed in Latvia. Hobby education programmes are implemented at schools of general and vocational education, institutions of hobby education, pre-school education and professional institutions. Almost 80% of pupils are involved irrespective of age, ethnicity, gender, social status, special needs and residence. Fields of activities include cultural education (music, art, dance), environmental education, technical creativity, scientific research, etc. Hobby education is coordinated by the National Centre for Education under the Ministry of Education and Science. We would like to share our experience with colleagues from other EU countries, to gain new ideas and improve our work.

8/10/2012-12/10/2012 Riga, Latvia

Working language:

english

WHAT?

Number of places: 15 Minimum required: 6

Keywords: extra-curricular activities young people

Participants will learn about: coordination system of hobby education in Latvia; significance of hobby education in lifelong education, inclusive education and career education; various ways to organise extracurricular activities (hobby groups, youth clubs, camps, projects, etc.); different institutions, providing hobby education; examples of best practice in cultural education (music, art, dance), environmental education, technical creativity, students scientific research, etc.

HOW?

Participants will: visit different schools and hobby centres; meet practitioners, experts, representatives of regional educational authorities, parents and youth; discuss advantages and disadvantages of hobby education; reflect on what they have learned and plan what best practice examples can be taken back to participants countries.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LIePINa Inese National Centre for Education Strugu iela 4 Riga, LV-1003 Tel. 371 67 35 08 14 Fax 371 67 22 65 35 Email: [Link]@[Link] Website: [Link]

Viztes laik dalbnieki iepazsies ar intereu izgltbas nozmi Latvijas izgltbas sistm, daudzveidgm iespjm un piedvjumu intereu izgltb, ar mizgltbas un iekaujos izgltbas aspekt, apmekls dadas intereu izgltbas iestdes, tiksies un diskuts ar pedagogiem kultrizgltbas, vides izgltbas un tehnisks jaunrades joms.

WWW.
[Link] [Link]/page/1223, [Link]

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How to promote entrepreneurial learning and creativity in schools for the 21st century
Group No: 83 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Region Halland has worked with entrepreneurial learning and developing creativity in learning and teaching since 2007. Entrepreneurial learning is not just about getting more youths to start their own companies. It is more about promoting certain skills like initiative, responsibility, problem-solving, etc. It is about developing creativity in learning and teaching. It is also a national goal of the Swedish government. During the visit we would like to share what we have learned and achieved in our schools in the region. We view this as a good opportunity to get contacts that can evolve into new projects over time.

15/10/2012-19/10/2012 Region halland, sweden

Working language:

WHAT? english

Number of places: 12 Minimum required: 6

Participants will learn about: methods and tools used in entrepreneurial learning in Halland; methods of how school, local community and businesses work together to promote learning; culture as a means to develop creativity in education; methods and tools to promote gender equality in schools; a wider view of health to increase both physical and psychological wellbeing in schools; how everything mentioned comes together to develop creativity in learning and teaching.

HOW?
Keywords: entrepreneurship innovative approaches key competences

Participants will: visit schools; meet principals and teachers having participated in projects such as Entrepreneurial learning, SMIL(E) (a project to increase childrens interest in science, technology and math), STEPS (to promote initiative and responsibility) and Healthy learning (concept based on the belief that good health and good learning go hand in hand); meet people in charge of projects in Halland; observe teachers work in classrooms; meet local counsellors and chairpersons of educational committees in municipalities.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

organiser(s): eRIKssoN Christer Region Halland Box 517 Halmstad, 30180 Tel. +46- 35 17 98 29 Fax +46- 35 17 98 98 Email: [Link]@ [Link] Website: [Link]

WWW.
[Link]/skolutveckling [Link]/ [Link]/ [Link]

114 CEDEFOP STUDY VISITS

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Competence and creativity for successful teaching and learning

Group No: 84 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Today we need competence-based more than content-based education. Apulia, a crisisstricken area endowed with considerable resources needs innovative educational practices. As a secondary vocational school for teenagers we encourage creativity in teaching and learning through a wide range of curricular and extracurricular activities. We prepare flexible professionals and go beyond our specialisations to give learners room for self-expression in numerous fields. Our Russian project network is an example of how dynamic and open we are to language and intercultural competences and, in general to evolving demands of society. We are also interested in establishing lifelong learning partnerships.

10/12/2012-14/12/2012 taranto, Italy

Working language:

WHAT? english

Number of places: 15 Minimum required: 6

Participants will learn about: how we use CLIPs (content and language integrated projects) to encourage creativity and autonomous learning (CLIP goes beyond CLIL and is successfully used both by foreign language and subject teachers); effects of CLIP on students and teachers especially in terms of competence; how rigour does not exclude flexibility and creativity, stimulating learners and teachers; how we identify new competences required by the world of work and society as a whole.

HOW?
Keywords: innovative approaches key competences learning outcomes

Participants will: make a comparative study of foreign language and IT syllabuses in the last year of school in their countries and analyse their outcomes; observe lessons where syllabuses are modified and creatively patterned to students real needs; talk to school staff; reflect on topics presented and draw conclusions.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): esPosIto gennaro Istituto Tecnico Industriale Statale A. Pacinotti Via Lago Trasimeno snc Taranto, 74100 Tel. +39-099 736 97 31 Fax +39-099 736 15 82 Email: istitutopacinottita@[Link] Website: [Link]

La scuola richiede una ridefinizione non tanto dei programmi ministeriali quanto della loro applicazione pratica. Urge uno spostamento effettivo del processo di apprendimento dai contenuti alle competenze. Se ne parla gi da tempo ma la difficolt sta nel definire dette competenze con chiarezza tenendo conto delle reali esigenze del mondo del lavoro (e non solo). Impresa ancor pi ardua ma indispensabile quella di operare nella consapevolezza che le competenze richieste oggi possono essere diverse da quelle che serviranno domani. La Visita di Studio ha lo scopo di promuovere e condividere con gli ospiti idee innovative e approcci flessibili nella sfera delle competenze.

WWW.
[Link] [Link] [Link]

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LeaRNINg mathematICs aND sCIeNCe

Teaching science in primary and secondary education

Group No: 85 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Science is taught in compulsory education all over Europe in different ways depending on the country, the type of school and the class. This visit will generate an exchange of experiences and good practice between the host country and participants from the science field teaching in primary and secondary education. It has been a goal to promote scientific literacy in schools after seeing results from the last OECD Pisa report. Competences of teachers are relevant to improve methods of teaching. For this reason two centres for biology and geography were set up in the region of Salzburg.

4/2/2013-8/2/2013 salzburg, austria

Working language:

WHAT? english

Number of places: 15 Minimum required: 6

Participants will learn about: scientific literacy and how to develop and assess methods of teaching science subjects; specific curriculum in several subjects such as physics, chemistry, biology, mathematics and geography; how basic science education in primary schools is transferred and how to support gifted and talented children in science education; methodological and didactical improvement in science education; the continuous improvement of teacher training in science, mathematics and informatics implemented by the Ministry of Eduation and Cultural Affairs.

Keywords: digital competence key competences teachers and trainers competences

HOW?

Participants will: visit schools with main emphasis on science subjects; see interdisciplinary projects led by the regional centre for teaching geography; visit the regional centre for didactics in geography; discuss present and future cooperation between schools and universities (lifelong learning programme); discuss about models of teacher education and in-service training (curricula, competence orientation, cross curricular training, interdisciplinary projects, workshops).

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): gRoggeR martina Pdagogische Hochschule Salzburg, International Office Akademistrae 23 Salzburg, Austria 5020 Tel. +43- 662 63 88 20 63 Email: [Link]@[Link] Website: [Link]

Die Teilnehmer/innen lernen Initiativen zur Verbesserung der Kompetenzen im naturwissenschaftlichen Unterricht kennen. Besuche an Schulen mit naturwissenschaftlichem Schwerpunkt und Diskussionen mit Experten bilden die Grundlage des Besuchs, dabei werden Erfahrungen und Beispiele guter Praxis zum Unterricht in Mathematik, Physik, Biologie, Chemie und Geographie ausgetauscht. Aktuelle Projekte, wie Science Day, Kinderuniversitt und digital:[Link] werden vorgestellt wobei der Schwerpunkt auf der Entwicklung der Kompetenzen der Lehrer/innen liegt.

WWW.
[Link] [Link] [Link] [Link]

116 CEDEFOP STUDY VISITS

PeRsoNaLIseD LeaRNINg aPPRoaChes

An innovative and inclusive VET school - Best practices

Group No: 86 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

19/11/2012-23/11/2012 aveiro, Portugal

Working language:

english

Portuguese vocational day school AEVA-EPA, with over 800 students attending the full national vocational curriculum, has 57 students with permanent special education needs, 93 pupils with a need for constant psychological and specific support and 147 students with serious learning problems. This is uncommon in VET schools, but with a team of 11 psychologists and special education teachers, we were able to develop an innovative programme to provide SEN students with autonomy they need in the society. Subject-specialist teachers, experienced in working with SEN students, promote development of basic skills, specific knowledge and skills, and socioemotional skills to prepare these pupils for both successful participation in their communities and access to further education and/or work. A significant percentage of pupils come from disadvantaged backgrounds.

WHAT?

Number of places: 15 Minimum required: 6

Keywords: disadvantaged groups personalised learning special needs

Participants will learn about: inclusion strategies and approaches to integrating learners with special needs into regular and vocational schools; specific working programmes and conditions for SEN students; initiatives and successful cases; support system offered; cooperation between institutions at local and regional levels.

HOW?

Participants will: meet education professionals and experts in inclusive education; observe teachers and students in classrooms; participate in debates and round-table discussions.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): RIBeIRo ana AEVA Escola Profissional de Aveiro R. Dr. Francisco Ferreira Neves Barrocas Apt. 567 Aveiro, 3801-351 Tel. +351- 234 373 060 Fax +351- 234 373 069 Email: amr@[Link] Website: [Link]

Na AEVA-Escola Profissional de Aveiro, uma escola inclusiva, mais de 800 alunos frequentam cursos de educao e formao de jovens e cursos profissionais, incluindo 57 alunos com necessidades educativas especiais. Por outro lado, temos 93 outros alunos que necessitam de apoio especfico e psicolgico regular, uma vez que mostram graves distrbios no seu desenvolvimento, e 147 alunos com graves problemas de aprendizagem. Isto no uma situao comum neste tipo de escolas, mas a equipa de 11 psiclogos e professores de educao especial, capaz de desenvolver um programa especial e inovador para estes alunos e desenvolver-lhes a autonomia necessria numa sociedade global.

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link]/centro-social-de-esgueira-esgueira-3800-190 [Link] [Link] [Link]

CATALOGUE 2012/13 117

aPPRoChes DaPPReNtIssage PeRsoNNaLIses

de la langue: identit culturelle et russite professionnelle

Numro de groupe: 87 Phase 1 Type de visite: mixte

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants r sa langue maternelle, cest pouvoir r son destin personnel et professionnel. Le lyce marcel Deprez est un lyce professionnel accueillant un public trs fragilis et majoritairement compos de jeunes issus de limmigration; nous avons donc mis en place de la langue franaise et dautres lis la lutte des dispositifs spcifiques lis la contre lillettrisme. de la langue Nous proposons nos collgues europens des changes sur la maternelle, dont la lutte contre lillettrisme; le public issu de limmigration et non-francophone de la langue franaise est un facteur dintgration sociale, pour qui une meilleure sera aussi au cur de nos changes. En nous appuyant sur les spcificits de chacun des systmes reprsents dans le groupe, nous nous interrogerons sur les meilleures mthodes denseignement de la lecture, sur laide personnalise et les parcours individualiss. Le participant dcouvrira: la mise en uvre de diffrentes pratiques pdagogiques pour la maitrise de la langue franaise, de la maternelle au lyce professionnel; le plan anti-illettrisme, de llmentaire au lyce y compris dans les lyces technologiques et professionnels; la dmarche de laide personnalise qui fait partie des rfrentiels officiel au lyce; de la langue est lun des 7 piliers); la mise en uvre du socle commun (la la validation des acquis de lexprience qui sappuie, dans certains cas, sur une reconnaisde la langue. sance de la Le participant: de la langue, les dmarches pdagogiques mises confrontera, sur le thme de la en uvre dans son pays avec celles dautres pays reprsents; recherchera, autour du thme central, une problmatique commune aux pays reprsents; visitera plusieurs tablissements scolaires de la maternelle au lyce; assistera des sances denseignement; dcouvrira les cours pour adultes de la Ville de Paris; visitera le Conservatoire Nationale des Arts et Mtiers et la Sorbonne.

POURQUOI?

4/2/2013-8/2/2013 Paris, france

Langue de travail:

franais

Nombre de places: 15 Minimum requis: 6

QUOI?

Mots cls: communication dans la langue maternelle insertion sociale suivi des acquis des lves

COMMENT?

POUR QUI?

organisateur(s): gRUat Daniel Lyce Marcel Deprez 39 rue de la Roquette Paris, 77500 Tel. +33 148 06 69 84 Fax +33 156 98 47 01 Email: [Link]@[Link] Website: [Link] [Link]/

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation et de centres de validation, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, chercheurs.

WWW.
[Link] [Link] [Link]/cid215/[Link]#le-lycee-d-enseignement-professionnel [Link] [Link] [Link]

118 CEDEFOP STUDY VISITS

PeRsoNaLIseD LeaRNINg aPPRoaChes

Preventing school failure through multi professional teamwork

Group No: 88 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

18/2/2013-22/2/2013 Raahe, finland

Working language:

Preventing school failure and experiencing an increasing number of students with special needs are of current interest in Europe as well as Finland in recent years. The Ministry of Education in Finland launched in 2008 an educational reform, implementation of the special education strategy (2007). One focus of the strategy is support for pupils in comprehensive school. The former two-level model (general and special support) has been superseded by a new three-level system (general, intensified and special support). The host institution Raahe Department of Education has successfully participated in developing the new policies regionally and preventing school failure. The host institution wants to share and discuss its practices with other European professionals.

english

WHAT?

Number of places: 12 Minimum required: 5

Participants will learn about: the educational reform for supporting pupils by the Ministry of Education; the three levels of support designed to prevent school failure: general, intensified and special support and how they work in Raahe; methods and measures to develop personalised learning solutions; participants in multi professional teamwork and their areas of expertise.

Keywords: personalised learning social inclusion special needs

HOW?

Participants will: meet and discuss with teachers, head teachers, special education teachers, school counsellor and school psychologist; visit primary and secondary classrooms and observe how different levels of support work; meet students on different levels of support.

WHOM?

organiser(s): NeNoNeN Jaana Raahe Department of Education Sovionkatu 9 Raahe, 92101 Tel. +35840 830 31 09 Fax +3588 439 31 73 Email: [Link]@[Link] Website: [Link]/ opetusjakoulutus NaaPaNKI Reetta Raahe Department of Education Sovionkatu 9 Raahe, 92101 Tel. +358-40 830 30 76 Fax +358-8 439 31 73 Email: [Link]@[Link] Website: [Link]/ opetusjakoulutus

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Opetuksen saralla ajankohtainen aihe lhiaikoina on ollut erityist tukea tarvitsevien oppilaiden lisntyminen sek Opetusministerin Erityisopetuksen strategiassa (2007) julkaisema tehostetun ja erityisen tuen malli. Opintovierailumme teemana on tukea tarvitsevien oppilaiden oppimisvaikeuksien syvenemisen ehkiseminen varhaisen tunnistamisen ja yksilllisien opetusjrjestelyiden avulla. Raahen kaupungin opetustoimi on ollut valtakunnallisessa KELPO -hankkeessa mukana sen alusta lhtien. KELPO- hankkeen oleellinen asia on oppilaan tukitarpeitten huomioiminen kolmella tasolla, ns. kolmiportainen tukimalli sek moniammatillinen yhteisty lapsen tilannetta tarkastellessa. Opintovierailulla tutustutaan kolmiportaisen tuen malliin sek siihen, miten se kytnnn tasolla Raahen kouluissa toimii.

WWW.
[Link]/english/publications/2011/learning_and_competence_2020

CATALOGUE 2012/13 119

measURes to PReVeNt eaRLy sChooL LeaVINg

Training guarantee for everyone

Group No: 89 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

17/9/2012-21/9/2012 turku, finland

Working language:

In Finland, it has been estimated that for every youngster who drops out permanently from the labour market, it will cost to society EUR 1 million before they reach the age of sixty. The aim of this study visit is to give participants a view of guidance from comprehensive education to vocational education and from vocational education to working life, and support in vocational education in Turku, Finland. A new law to guarantee youngsters a study or working place after studies is coming, so guiding and transition from education and training to the world of work is very current. Turku Vocational Institute supports students learning and personal growth, development of personnel, development of teaching methods and connections with working life and regional cooperation.

english

WHAT?

Number of places: 15 Minimum required: 7

Keywords: lifelong guidance social inclusion young people

Participants will learn about: guidance, support, cooperation and flexible models that help youngsters get into or stay in secondary education; guidance system from comprehensive education to vocational education and from vocational education to working life; support system for vocational education in Turku targeting youngsters (especially those with special needs), providing teachers and guidance personnel with new tools and models; cooperation between teachers and guidance personnel; flexible learning environments.

HOW?

Participants will: visit a vocational institution, upper secondary schools, comprehensive schools and guidance centre that have developed new guidance systems for youngsters; meet guidance staff working with youngsters and observe teachers and students at work; have discussions with decision-makers and managers.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, pedagogical or guidance advisers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): sUomINeN teija Turku City Education Department Uudenmaantie 43, [Link] 955 Turku, 20101 Tel. +358 50 5278264 Fax +358 2 2664102 Email: [Link]@[Link] Website: [Link]

Opintovierailun tarkoituksena on esitell osallistujille suomalaista oppilaiden ja opiskelijoiden ohjausjrjestelm, eri kouluasteitten yhteistyt oppilaiden ja opiskelijoiden ohjaamiseksi kouluasteelta toiselle, ammatillisesta koulutuksesta tyelmn tapahtuvaa ohjausta sek tukitiimin toimintaa ammatillisessa koulutuksessa. Uusi laki koulutustakuusta koulutuspaikan tai typaikan takaamiseksi valmistumisen jlkeen ja siihen liittyvt toimenpiteet ovat ajankohtaisia Suomessa. Turun kasvatus- ja opetustoimi on ollut kehittmss monia oppilaiden ja opiskelijoiden ohjaukseen tarkoitettuja tyskentelymalleja koulutusasteelta toiselle ja/tai tyelmn siirtymisen helpottamiseksi.

WWW.
[Link] [Link] [Link]/traininng_guarantee.html [Link]/english

120 CEDEFOP STUDY VISITS

measURes to PReVeNt eaRLy sChooL LeaVINg

Cooperation and good practices for a safe and supportive learning environment
Group No: 90 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

8/10/2012-12/10/2012 tallinn, estonia

Working language:

To prevent students from dropping out of school there have been several developments in Estonia: assuring a safe school environment and raising competences of schools in preparation for emergency and individual crisis situations; making educational counselling services accessible for all students, parents and teachers; inclusive education; implementation of supportive teaching and learning practices. In these areas a legislative framework has been renewed and programmes launched. The Estonian Ministry of Education and Research would like to share approaches and reflect on them with input from participants on experience of their systems.

WHAT?

english

Number of places: 12 Minimum required: 5

Keywords: drop-outs key competences school environment

Participants will learn about: creating a safe and supportive learning environment (crisis plan, school curriculum development, key competences, cross-curricular topics); mechanisms to support parents, teachers and students; school crisis team for acting in crisis situations; supportive teaching and learning practices (CLIL, formative assessment, outdoor learning, discovery learning); preventive programmes created for schools by police and rescue services.

HOW?

Participants will: visit general education institutions and regional education counselling centres; participate in school crisis team meetings; meet police and rescue services.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LePasaaR siiri Estonian Ministry of Education and Research Munga 18 Tartu, 50088 Tel. +372 735 02 31 Fax +372 730 10 80 Email: [Link]@[Link] Website: [Link]

ppelhetusel osalejad: klastavad ldhariduskoole ja koolieelseid lasteasutusi; arutlevad koolijuhtidega rme ja vljakutseid, millega on kokku puututud turvalise ja toetava ppekeskkonna kujundamisel uue seadusandluse ja uute riiklike ppekavade valguses (kriisiplaan, kooli ppekava arendus, ldpdevused, lbivad teemad); klastavad piirkondlikke ppenustamiskeskusi ja tutvuvad pilaste, lastevanemate ja petajate ppenustamise ssteemiga; osalevad kooli kriisimeeskonna kokkusaamisel ja pivad tundma, kuidas lbi kohaliku tasandi koost suurendatakse kooli teadlikkust ja valmisolekut tegutseda hdaolukordades ning ksikisiku kriisiolukordades; vaatlevad, kuidas petajad rakendavad pilast toetavaid petamismetoodikaid (nt limitud aine- ja keelepe, kujundav hindamine).

WWW.
[Link]/?1 [Link]/the-esf-programmes/developing-an-educational-couns [Link]/[Link]/set_lang_id=2 [Link]/eng-keelekumblus

CATALOGUE 2012/13 121

measURes to PReVeNt eaRLy sChooL LeaVINg

Alliance between formal and informal education to prevent early school leaving
Group No: 91 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

15/10/2012-19/10/2012 Udine, Italy

Working language:

english

Number of places: 15 Minimum required: 8

There are many immigrant students in our school. We have developed an innovative approach for them based on three main pillars: (a) reinforcing self-esteem through activities with non-verbal communication, game-based approach and small-group interaction with professional social workers (clown therapy); (b) reinforcing self-effectiveness through an individualised school path which allows students to close the gap in terms of age and school level and to experiment with their chances of success at school; (c) strengthening partnerships with NGOs and civil society organisations at local level to support students out of school and during the summer time. The result is a more inclusive school environment preventing early school-leaving. We have developed professional expertise at teacher level where these teachers use tutoring techniques in teaching and learning, and in vocational training. Excellent students are encouraged to assume peer tutoring roles towards newly arrived students, at social and linguistic levels.

WHAT?
Keywords: disadvantaged groups innovative approaches social inclusion

Participants will learn about: protocols to prevent early school leaving; methods and tools used to support disadvantaged groups in compulsory school; integrated approaches to ensure an inclusive school environment.

HOW?

Participants will: visit the school; observe teachers and social workers in the classroom; take part in a seminar with local stakeholders involved in supporting students.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): stefaNeL stefano Scuola Secondaria di 1 grado Piazza Garibaldi piazza Garibaldi Udine, 33100 Tel. 0039 04 32 50 10 13 Fax 0039 04 32 50 33 04 Email: presidenza@[Link] Website: [Link]

La scuola Piazza Garibaldi di Udine collocata in una zona centrale della citt di Udine. Si tratta di una scuola collocata in area a rischio sia per quanto riguarda i parametri relativi alla presenza di immigrati sia per quanto riguarda il rischio di dispsersione. Abbiamo elaborato un protocollo di prevenzione della dispersione e metodologie diversificate di intervento sia in ambito educativo che didattico. Proponiamo una visita basata sullosservazione del alvoro in classe e su seminari di discussione con gli stakeholder.

WWW.
[Link]/

122 CEDEFOP STUDY VISITS

measURes to PReVeNt eaRLy sChooL LeaVINg

An approach to limit-crossing behaviour in schools

Group No: 92 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

19/11/2012-23/11/2012 Brussels, Belgium

Working language:

english

Early school leaving is a hot topic in Flanders, as it is all over Europe. As one of the measures to prevent early school leaving, the Ministry of Education of Flanders created an action plan against limit-crossing behaviour, including truancy. We developed a policy for pupils, parents, schools, pupil guidance centres and other partners to prevent limitcrossing behaviour, to give guidance to pupils and their parents when limit-crossing behaviour has occurred and to sanction pupils and parents when all these actions had no results. We put a lot of responsibility in local communities of schools: they implement actions and adapt them to their local situation. They analyse their situation and find solutions that suit them best. Central government supports them in this task.

WHAT?

Number of places: 15 Minimum required: 7

Keywords: drop-outs parents involvement school environment

Participants will learn about: the Flemish approach to limit-crossing behaviour: central policy as well as local implementation of it (good practices); approaches to limit-crossing behaviour in participantscountries; projects for pupils at risk of dropping out of school (such as time-out projects, personal development trajects).

HOW?

Participants will: visit secondary schools with a clear policy on limit-crossing behaviour; visit projects for pupils at risk for dropping out of school; visit pupil guidance centres, who support pupils, parents and schools in case of problems; visit other actors involved in approaches to limit-crossing behaviour.

WHOM?

organiser(s): geetJeNs Johan Department of Education and Training Koning Albert II-laan 15 Brussels, 1210 Tel. +32- 25 53 98 84 Fax +32- 25 53 96 40 Email: [Link]@[Link] Website: [Link]/ English/ De VULDeR Ilse Department of Education and Training Koning Albert II-laan 15 Brussels, 1210 Tel. +32- 25 53 98 84 Fax +32- 25 53 96 40 Email: [Link]@[Link] Website: [Link]/ English/

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Vroegtijdig schoolverlaten is een hot topic in Vlaanderen, net als in de rest van Europa. En van de maatregelen om vroegtijdig schoolverlaten te voorkomen, is het actieplan grensoverschrijdend gedrag op school van de minister van Onderwijs. Hierin is ook spijbelen inbegrepen. In dit actieplan wordt een beleid ontwikkeld voor leerlingen, ouders, scholen, centra voor leerlingenbegeleiding en andere partners om grensoverschrijdend gedrag te voorkomen, om leerlingen en ouders te begeleiden als dit toch voorkomt en om sancties te voorzien wanneer dit nodig blijkt. In het actieplan leggen we sterk de nadruk op de verantwoordelijkheid van de lokale gemeenschappen: zij implementeren de acties die op Vlaams niveau worden uitgewerkt en passen ze aan aan hun specifieke lokale situatie.

WWW.
[Link]/english/

CATALOGUE 2012/13 123

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs

Adult education: second chance for a better life

Group No: 93 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

3/9/2012-7/9/2012 Kyustendil, Bulgaria

Working language:

The visit showcases a successful model which aims at the educational and social integration of Roma adults. The Roma education fund has funded an adult education project for reintegration of Roma adults, who have dropped out of the education system and have not finished their secondary education. The project also aims to increase their knowledge, self-reliance and acquisition of social skills which are necessary for their successful social integration and increasing their opportunities for work on the local labour market.

WHAT? english

Number of places: 15 Minimum required: 8

Participants will learn about: successful approaches to adult education; difficulties that Roma without proper education face; difficulties of Roma people living in the wall-surrounded Roma ghetto Iztok in Kyustendil; teaching skills for working with adult Roma; successful cooperation between NGOs and school institutions.

HOW?
Keywords: drop-outs migrants and minorities social inclusion

Participants will: observe teachers consultation classes with adult Roma students; visit a partner secondary school and the office of the implementing organisation in the Roma neighbourhood; meet students, teachers, project staff and representatives of public authorities.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

. , 99% . 18 ., . , , .

organiser(s): ChaNeVa ganka Secondary School Neofit Rilski 2, Tsar Osvoboditel str. Kyustendil, 2500 Tel. 00359 78 55 Fax 00359 78 55 22 78 Email: g_nrilski_kn@[Link] Website: [Link]

WWW.
[Link]

124 CEDEFOP STUDY VISITS

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs

Promote social inclusion and gender equality in education and training, including integration
Group No: 94 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

1/10/2012-5/10/2012 Leeuwarden, the Netherlands

Working language:

english

Number of places: 14 Minimum required: 6

Due to factors such as influence of Internet, early independence of children, instabilities in family life and integration of migrants, development of social and civic competences and skills is increasingly becoming part of a schools tasks. The visit will take place in Leeuwarden in the north of the Netherlands, in a green and peaceful province with its own language and culture. Leeuwarden has a high unemployment rate and many students live in deprived areas. The visit will explore the contrast in incidences of violence and conflicts in schools in the Netherlands and the challenge of improving education with regard to intellect and social emotional fields. The peaceable school, a programme which originated in New York in 1995, will show how to build bridges among parents, pupils and teachers at school regarding violence, conflict resolutions and peer mediation. The programme is actually transformed into a way of life. Many schools in the Netherlands (450) have a better school climate, but also better results at intellectual level, thanks to the peaceable school and active citizenship and positive integration.

WHAT?
Keywords: bullying school environment social and civic competences

Participants will learn about: peer mediation and conflict resolution for 10 to 12 year-old pupils ; interactive education where all stakeholders take responsibility for creating a safe school environment; a school with a heart with a role for the family in which children feel their voices are heard.

HOW?

Participants will visit: a regional educational centre; primary and secondary schools in Leeuwarden and the province of Frysln; an academy for nautical education that uses a peaceable school system as a guideline.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of local, regional and national authorities.

organiser(s): DayUs-BRoUWeR Judith European Platform internationalising education P.O. Box 1007 Haarlem, 2001BA Tel. +31- 235 53 11 50 Fax +31- 235 42 71 74 Email: studyvisits@[Link] Website: [Link]

WWW.
[Link]

CATALOGUE 2012/13 125

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs

Work and education of socially excluded groups in small cities and rural areas
Group No: 95 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

1/10/2012-5/10/2012 Hna and Tisovec, Slovakia

Working language:

english

Despite Malohont region is full of beautiful natural resources it belongs to one of the most excluded regions in Slovakia. Until the Velvet revolution in 1989 all regions were in a fairly equal position without unemployment, with the same low productivity levels and almost no income variations between social groups. The revolution generates dramatic changes which have also had economic implications. Inhabitants, local authorities, teachers and trainers all had to deal with unemployment, early school drop-outs as well as integrating marginalised groups. These issues led to creation of personalised educational systems, special approaches for Roma people, young mothers, unemployed young people, seniors 50+ and mentally disabled people. Our Agency provides guidance through schools, local authorities and third sector institutions.

WHAT?

Number of places: 12 Minimum required: 8

Keywords: disadvantaged groups personalised learning social inclusion

Participants will learn about: methods, tools and approaches used by teachers and social workers to include marginalised groups in the learning process; projects of regional development agencies to include marginalised groups; cooperation of municipalities, schools, NGOs, volunteers; social inclusion of children with special needs and supervision of children with special talents; developing individual education plans; non-formal learning tools.

HOW?

Participants will: visit local schools and authorities, NGOs working with marginalised groups; see the special approach of community workers to include Roma people; attend presentations and workshops on non-formal tools in schools, mother care centres, centres for care of disabled children, social workers centres and municipalities.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, heads of departments, human resource managers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): VAKOVIOV Monika Agentra pre rozvoj Gemera/ Agency for development of Gemer region Vansovej 711 Hna, 981 01 Tel. +421-948 00 10 79 Email: [Link]@ [Link] Website: [Link]

tudijn nvteva jednho z najzaostalejch reginov Slovenska Gemer-Malohontu, pozostva najm z prezentci, prkladov dobrej praxe a praktickch workshopov jednotlivch subjektov psobiacich v regine. Cieom tudijnej nvtevy je ukza nvtevnkom, e aj napriek tomu, e regin je povaovan za jeden z najchudobnejch reginov, funguje tu komunitn prca a vzdelvanie znevhodnench obanov na vetkch rovniach. Cieom je aj ukza vu obanov, kl, miestnych autort, neziskovho sektora a dobrovonkov zaradi marginalizovan skupiny ako napr. rmsku komunitu, mlad mamiky, dlhodobo nezamestnanch a mentlne postihnutch do ivota a da im prostrednctvom rznych nstrojov a prstupov ancu zaradi sa nielen do pracovnho ale aj socilneho ivota.

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[Link] [Link] [Link] [Link] [Link] [Link] [Link]

126 CEDEFOP STUDY VISITS

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Pratique dintgration entre lenseignement spcialis et lenseignement ordinaire

Numro de groupe: 96 Phase 1 Type de visite: mixte

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

8/10/2012-12/10/2012 Bruxelles, Belgique

Langue de travail:

franais

Lenseignement spcialis destination des enfants souffrant dun handicap physique, intellectuel ou comportemental a fait lobjet de rformes importantes. Lun des aspects les plus importants de ces rformes vise le renforcement depuis 2004 de lintgration de ces lves dans lenseignement ordinaire. Cette politique dintgration vise conserver les aspects positifs de lenseignement spcialis (encadrement renforc et pluridisciplinaire) avec la volont dviter la sgrgation et de sensibiliser les lves de lenseignement ordinaire la diffrence. La structure organisatrice, en tant que ministre en charge de lducation, pilote ce systme et a accs aux diffrentes parties prenantes concernes par lenseignement spcialis (inspectorat, formation en cours de carrire, coles, etc.).

QUOI?

Nombre de places: 15 Minimum requis: 8

Mots cls: approches innovantes besoins particuliers insertion sociale

Le participant dcouvrira: la manire dont lenseignement spcialis est organis en Belgique francophone; la manire dont les lves de lenseignement spcialis sont intgrs dans lenseignement ordinaire; des informations concernant la formation en cours de carrire des enseignants dans le contexte de la politique dintgration; la manire dont le processus dintgration est valu afin de se drouler au mieux.

COMMENT?

Le participant: visitera des coles denseignement spcialis et ordinaire travaillant ensemble des projets dintgration; visitera une cole mettant en uvre un projet dintgration innovant; rencontrera un responsable de la formation en cours de carrire pour les enseignants participant des activits dintgration; rencontrera des inspecteurs de lenseignement ordinaire et spcialis travaillant en commun lvaluation de projets dintgration.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation.

organisateur(s): gILLIaRD etienne Ministre de la Communaut franaise de Belgique Boulevard Lopold II, 44 Bruxelles, 1080 Tel. 0032 24 13 29 53 Fax 0032 24 13 35 78 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]/[Link]?page=0&navi=16&rank_navi=16

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Creating access to science technology engineering and maths careers for all
Group No: 97 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

9/10/2012-12/10/2012 sandwell, england, United Kingdom

Working language:

english

Students in the UK have shown reluctance to participate in science/technology/engineering and maths (STEM) subjects in education. As a result, they cannot access highly-skilled career opportunities in growth areas of employment. The UK government introduced an initiative to promote these subjects, ensure that the best students are recruited, perceived barriers are broken down and the economy benefits. Sandwell is an area rich in its engineering and technological industry. Through mentoring, careers clubs, events, teacher and lecturer involvement Sandwell has been successful in encouraging underrepresented groups to take up these subjects and use them in their careers. Sandwell has a high unemployment rate of young people and the area is multicultural. Sandwell MBC is a local authority in the West Midlands which assists schools and colleges to provide a curriculum preparing young people for the future.

Number of places: 12 Minimum required: 8

WHAT?

Keywords: competences in science and technology gender equity young people

Participants will learn about: initiatives to address young peoples barriers to participation in STEM education; employers methods for involving students and teachers at the work place; mentoring approaches and students feedback; university involvement in promotion and recruitment.

HOW?

Participants will: visit a major employer and university to understand their work with STEM; discuss their work with stakeholders ; interact with students about their experiences; participate in school activities.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

organiser(s): maRtIN Brian Sandwell Metropolitan Borough Council PO Box 2374, Freeth Street Oldbury, B69 3DE Tel. +44(0) 12 15 69 23 76 Email: brian_martin@[Link] Website: [Link]

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[Link]/ [Link]/web/ [Link]/

128 CEDEFOP STUDY VISITS

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Language teaching as a key factor of socialisation

Group No: 98 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

9/10/2012-12/10/2012 Vilnius, Lithuania

Working language:

Each year, the immigrant and reimmigrant population in Lithuania is constantly growing. Immigration is mainly from Belarus, Ukraine, Russian Federation, England, Germany, Poland and Latvia. Development of a legal framework for social integration of foreigners is intense in Lithuania and education is an essential area. State language teaching plays a key role in ensuring successful socialisation of foreign children. The organiser of the study visit Vilnius Lithuanian House has the most experience of State language teaching and integration of foreign children in Lithuania. To ensure easier socialisation for immigrant children, Vilnius Lithuanian House develops a specific learning culture and takes care of both their formal and informal education.

english

WHAT?

Number of places: 14 Minimum required: 6

Participants will learn about: issues of State education, training and socialisation policy for foreign children; language learning models and teaching methods; experience of intercultural education.

HOW?
Keywords: language skills migrants and minorities social inclusion

Participants will: meet representatives from the Ministry of Education and Science; attend theorethical lectures and discussions with policy-makers and practitioners; take part in open classes and observe practical work; present, compare and discuss their experiences.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Lietuva - ES alis ir jos bendrojo lavinimo mokykl paslaugomis naudojasi ne tik Lietuvoje gim ir aug pilieiai, bet ir dl ekonomini, eimynini, politini ir kt. prieasi atvykusij, tremtini, politini kalini, reemigrant vaikai. i moni socialins integracijos teisinis pagrindas kuriamas labai intensyviai ir vietimas yra laikomas vienu i svarbiausi aspekt. Vizito dalyviams savo patirt pristatys Vilniaus lietuvi namai. Dalyviai susipains su Lietuvos vietimo politika usieniei vaik mokymo bei socializacijos klausimais, dalyvaus paskaitose, diskutuos, analizuos stebtas veiklas, lygins savo ir kit ali patirt, silys problemini klausim sprendimo bdus.
organiser(s): TURSKIEN Asta Vilnius Lithuanian House Dzk str. 43 Vilnius, LT-02116 Tel. 00370 52 69 57 73 Fax 00370 52 69 51 73 Email: asta@[Link] Website: [Link]

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[Link]/[Link]?525411018 [Link] [Link] [Link]/en [Link]/[Link]/ [Link]/[Link]?-484440258

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Human health and social work activities

Vocational education for young people with special needs: challenges of unfair competition
Group No: 99 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

15/10/2012-17/10/2012 Riga, Latvia

Working language:

There are more than 90 vocational education institutions in Latvia with more than 35.000 students. Vocational education is one of the most suitable tools for disabled children and youth to obtain a profession leading to participation in the labour market. The number of disabled students and pupils in these institutions as well as the number of programmes implemented is rising. However, vocational schools do not yet have a unified mechanism to deal with social inclusion of disabled pupils into their educational programmes. Even though it is a challenge for Latvian vocational education institutions and the system in general, some success stories have emerged and can be shared by Latvia Childrens Fund.

english

WHAT?

Number of places: 12 Minimum required: 6

Participants will learn about: the vocational education system; innovative approaches and best practice projects concerning vocational education of disabled students and pupils; implementation of vocational education programmes; methods of integration of disabled students and pupils in vocational schools.

Keywords: school environment social inclusion special needs

HOW?

Participants will: visit vocational schools; meet policy-makers, school directors, field experts and other professionals; meet pupils and students with and without disability; observe teachers in classrooms; participate in discussions; share experience.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, owners/managers of SMEs, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LemeseVsKa Veronika Latvian Childrens Fund Brivibas iela 310-75 Riga, LV-1006 Tel. 371 67 18 57 22 Fax 371 67 54 18 14 Email: [Link]@[Link] Website: [Link]

Profesionl izgltba skolnu ar pam vajadzbm vid ks arvien pieprastka. T ir iespja iem skolniem iekauties un integrties visprj profesionls izgltbas sistm. Tomr viens no lielkajiem izaicinjumiem profesionlajm skolm ir du skolnu apmcba metodiskaj lmen. Lai ar valsts lmen da metodika nav pieejama un pastv vairki labs prakses piemri o skolnu profesionlai izgltoanai, pastv ar skolas, kurs nav da mehnisma skolnu ar invaliditti iekauanai visprjs profesionlajs izgltbas programms.

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[Link]/ [Link] [Link]

130 CEDEFOP STUDY VISITS

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs

Empowering Roma youngsters in higher education

Group No: 100 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

5/11/2012-8/11/2012 Budapest and Pcs, hungary

Working language:

english

In Hungary, only 0.2 % of the Roma population finish tertiary education. Although there is an emerging need for Roma professionals, there are no relevant State-supported programmes. The visit will present the Romaversitas, a successful programme aiming at academic, social and cultural empowerment of Roma students in higher education. The programme provides scholarships for students, offers academic tutoring and career guidance and strengthens students cultural awareness. The mentoring and guidance programme has been a successful model for supporting socially and academically disadvantaged Roma youth for more than 14 years. Based on the Hungarian experience, it has been introduced in Serbia and the former Yugoslav Republic of Macedonia with support from the host organisation. The host, the Roma Education Fund, works to close the gap in educational outcomes between Roma and non-Roma students.

Number of places: 15 Minimum required: 8

WHAT?

Keywords: cultural awareness and expression migrants and minorities social inclusion

Participants will learn about: a complex approach and mentor practice for supporting disadvantaged Roma students in tertiary education; individual pathways leading to university; difficulties and dilemmas of becoming a first generation intellectual; relevant features of the Hungarian education system.

HOW?

Participants will: meet government experts and researchers; debate relevant topics with experts of the host organisation; meet current and graduate Roma students who benefited from the Romaversitas programme and their families; observe the programme in action: participate in seminars, presentations, lectures and discussions.

WHOM?

Directors of guidance centres, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): fLDesI va Roma Education Fund Terz krt. 46. Budapest, 1056 Tel. +36-1- 327-0616 Fax +36-1- 235-8031 Email: efoldesi@romaeducationfund. org Website: [Link]

A tanulmnyt clja, hogy bemutassa a Romaversitas programot, mely tbb, mint tz ve folytatja a felsoktatsban tanul roma hallgatk mentorlst s tmogatst. A diplomval rendelkez romk arnya ma Magyarorszgon nagyon csekly. A program komplex mdon igyekszik kompenzlni azokat a szocilis, anyagi s akadmiai htrnyokat, amikkel a roma hallgatk tbbsge kzd. Az vtizedes tapasztalat azt mutatja, hogy a program sikerrel kezeli a nehzsgeket s cskkenti a htrnyokat, mikzben egy ers roma rtelmisgi kzssg megteremtst segti. A tanulmnyt minisztriumi szakrtkkel, kutatkkal, s hallgatkkal val tallkozs rvn biztost lehetsget a program elemeinek megismersre.

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[Link] [Link]

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Promoting education and training opportunities for learners from disadvantaged backgrounds
Group No: 101 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

7/11/2012-9/11/2012 armagh, Northern Ireland, United Kingdom

Working language:

english

Southern Regional College is the second largest college in Northern Ireland with over 35 000 learners each year. The college has previously been awarded a Beacon award for its community cohesion and work with disadvantaged communities. Under the governments people and place: A strategy for neighbourhood renewal, 36 localities across Northern Ireland were designated as neighbourhood renewal areas (NRAs). Southern Regional College has developed a unique partnership with the voluntary community and statutory sector to provide qualifications and training opportunities (for example, certificate for IT Users, diploma in child care and education, etc) to enable disadvantaged individuals to access education and training. The college has been successful in securing funding from the Northern Ireland Executive to provide support, training and qualifications to some of the most disadvantaged within the community.

Number of places: 15 Minimum required: 8

WHAT?

Keywords: adult learning disadvantaged groups innovative approaches

Participants will learn about: an innovative approach to engaging people from poor areas in education and training, gain qualifications; how the further education sector works with statutory bodies to tackle deprivation, social inclusion and provide second chance education; working with community groups and how qualifications are designed to meet individuals needs; how deprived communities work and interact to tackle social exclusion and inequality; flexible and diverse learning pathways for disadvantaged groups.

HOW?

Participants will: visit adult education and community education centres; engage with representatives from NRAs; meet with funders and participants in neighbourhood renewal programmes; meet with staff responsible for promoting education to disadvantaged groups.

WHOM?

organiser(s): faRReLLy Diana Southern Regional College Kitchen Hill Lurgan, Northern Ireland, BT66 6AZ Tel. +44(0) 28 38 39 78 22 Fax +44(0) 28 38 39 78 01 Email: farrellyd@[Link] Website: [Link] VINt David Southern Regional College Lonsdale Street Armagh, Northern Ireland, BT61 7HN Tel. +44(0) 28 37 52 22 05 Fax +44(0) 28 37 51 28 44 Email: vintd@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

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[Link]/[Link]/neighbourhood-renewal-research [Link]/nra/[Link]

132 CEDEFOP STUDY VISITS

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Achieving inclusion in school education

Group No: 102 Round 1 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

13/11/2012-16/11/2012 Dublin, Ireland

Working language:

One of the objectives of the Irish Education Act (1998) is to promote equality of access to and participation in education and to promote the means whereby students may benefit from education. Measures and support have been developed and implemented to ensure successful inclusion and participation of students. Those with special educational needs, disability, early school-leavers, students disadvantaged due to socioeconomic reasons and those with diverse cultural backgrounds all receive an equal chance to access and benefit from education. This visit is hosted by Largas, the national agency for managing the lifelong learning programme in Ireland.

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: disadvantaged groups social inclusion special needs

Participants will learn about: policy for inclusion and equality of access and participation; strategies promoting inclusion and quality learning; measures to improve access to education; tools for inclusion in the classroom; integration of special needs students; approaches to mixed ability teaching; supports provided by government and non-governmental organisations.

HOW?

Participants will: discuss the topic with policy-makers and national experts; visit schools and meet students and teachers; observe innovative projects and classroom practice; meet representatives of specialist organisations providing support to schools.

WHOM?

Directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, researchers.

organiser(s): DaRCy Ivanna Largas 189 Parnell Street Dublin, 1 Tel. +353-1 887 12 58 Fax +353-1 873 13 16 Email: idarcy@[Link] Website: [Link]

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[Link] [Link]

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Using vocational education and training to foster gender equity and social inclusion
Group No: 103 Round 1 Type of visit: Vet

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

19/11/2012-22/11/2012 madrid, spain

Working language:

Many initiatives have been taken in Spain in past years to foster gender equity and guarantee equal opportunities for people from migrant backgrounds to gain access to employment. Some of these initiatives and programmes are related to vocational education and training. Nowadays, there are specific institutions and training programmes focused on making these people more competitive on the labour market.

WHAT?

english

Participants will learn about: approaches to overcome barriers to learning; legal frame and vocational education programmes for these groups; systematic measures focused on low-skilled females; importance of institutions to support gender equity in access to the labour market.

Number of places: 12 Minimum required: 8

HOW?

Keywords: gender equity social and civic competences social inclusion

Participants will: visit training centres with specialised courses for these specific groups; attend presentations with experts and social partners; talk to stakeholders.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, human resource managers, pedagogical or guidance advisers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Uno de los desafos ms importantes que tienen en este momento las instituciones relacionadas con la formacin profesional es conseguir que todas las personas tengan la formacin necesaria para acceder a un empleo. Es muy importante que las personas con riesgo de exclusin social, as como la poblacin femenina con baja cualificacin, puedan beneficiarse de los programas especficos que determinadas instituciones tienen programados con el fin de facilitar su acceso al mercado laboral.

organiser(s): DeL PoZo gaVILaN maria Jesus Servicio Pblico de Empleo Estatal C/ Condesa del Venadito, n 9 Madrid, 28027 Tel. 0034 915 85 95 75 Fax 0034 91 585 98 19 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]

134 CEDEFOP STUDY VISITS

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Vocational learning and civic education

Group No: 104 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

26/11/2012-30/11/2012 Duesseldorf, germany

Working language:

english

In North Rhine-Westphalia and especially in the Ruhr area, 24% of the population have a migrant background and some have special needs in education as well as special competencies which have to be noticed or developed. Women in Germany still earn 23% less than men but often have a better (also formal) education. Of the population, 28% retire because of health problems. Adult learning has a key role to play in responding to social exclusion. In North RhineWestphalia there always have been lots of activities that work on equal opportunities in adult learning. Many are situated between vocational learning and civic education. Arbeit und Leben is an institution for adult education supported by the German Federation of Trade Unions (Deutscher Gewerkschaftsbund DGB NRW) and the Association of Adult Education Centers (Volkshochschule - VHS) in the state of North Rhine-Westphalia (NRW).

Number of places: 15 Minimum required: 8

WHAT?

Keywords: adult learning migrants and minorities social partners

Participants will learn about: developing and implementing measures to improve access to education and training for disadvantaged groups; designing and carrying out activities to achieve equity; the special role of social partners in vocational learning and civic education.

HOW?

Participants will: meet representatives of social partners, foundations and research institutes; meet members of a works council and speakers for disabled employees; visit a company and talk to representatives (workforce and employer); meet representatives from a network (institutions for qualifications and public institutions).

WHOM?

Company training managers and human resource managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LaNge Jrgen Arbeit und Leben DGB/VHS NW e.V. Mintropstr. 20 Dsseldorf, 40215 Tel. +49-211 938 00 31 Fax +49-211 938 00 25 Email: lange@[Link] Website: [Link]

2006 trat in Deutschland das allgemeine Gleichstellungsgesetz in Kraft. Mit der Ausrufung des Jahres 2010 zum Europischen Jahr zur Bekmpfung von Armut und sozialer Ausgrenzung sollte fr das Phnomen der sozialen Ausgrenzung sensibilisiert und die aktive Eingliederung gefrdert werden. Die Erwachsenenbildung nimmt bei der Bekmpfung der sozialen Ausgrenzung eine zentrale Rolle ein. Bei diesem Studienbesuch werden Entwicklungen und Manahmen in folgenden Bereichen vorgestellt: Entwicklung und Umsetzung von Manahmen zur Verbesserung des Zugangs zu allgemeiner und beruflicher Bildung fr benachteiligte Gruppen; Planung und Durchfhrung von Manahmen zur Erzielung von Gleichbehandlung.

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[Link]/aDs-en/[Link] [Link]

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Successful innovations in education and training for students with special needs
Group No: 105 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

3/12/2012-7/12/2012 Budapest, hungary

Working language:

People with disabilities are entitled to the same political, civil, economic and social rights as their counterparts with no disabilities. Our mission is to support realisation of these rights in Hungary based on the U.N. convention. The Public Foundation for Equal Opportunities of People with Disabilities is the only institution in Hungary engaged exclusively in disability affairs. Our key activities are providing equal opportunities in education and training (in terms of lifelong learning), and rehabilitation (from medical measures to open labour market integration). We implement professional development activities that make life for people with disabilities easier in kindergartens, schools, workplaces, sports facilities and in everyday life.

english

WHAT?

Number of places: 12 Minimum required: 6

Participants will learn about: complex and personalised systems of services based on individual development plans for students with special educational needs and early school-leavers; autism-specific education and training in compulsory schooling; a project which gives hearing-impaired students vocational guidance in schools; (re)integration programmes from vocational education to employment.

Keywords: lifelong guidance social inclusion special needs

HOW?

Participants will: visit schools specialised in autism which run second chance projects; meet experts, teachers and researchers working with people with special needs; discuss good examples of inclusive education in workshops.

WHOM?

organiser(s): sZaUeR Csilla Public Foundation for Equal Opportunities of People with Disabilities (FSZK) 4-6. Pap Kroly street Budapest, 1139 Tel. +36-1 450 32 46 Fax +36-1 450 32 35 Email: [Link]@[Link] Website: [Link] PteR tnde Public Foundation for Equal Opportunities of People with Disabilities (FSZK) 4-6. Pap Kroly street Budapest, 1139 Tel. +36-1 450 32 32 Fax +36-1 450 32 35 Email: [Link]@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

A Fogyatkos Szemlyek Eslyegyenlsgrt Kzalaptvny a fogyatkos s megvltozott munkakpessg emberek komplex rehabilitcijt s teljes kr trsadalmi integrcijt segt szervezet. A tanulmnyt sorn elssorban a fogyatkos gyermekek s fiatalok oktatsnak s kpzsnek terletn elrt eredmnyeinket kvnjuk megosztani a rsztvevkkel s a gyakorlatban is bemutatni nekik nhnyat a Kzalaptvny innovcii kzl. A program lehetsget biztost a klfldi szakemberekkel trtn szemlyes tapasztalatcserre, hazai j pldk ismertetsre, npszerstsre, de teret ad a rsztvev orszgokban lv j gyakorlatok megvitatsnak is.

WWW.
[Link] [Link]/english/acts [Link]/countries/hungary

136 CEDEFOP STUDY VISITS

gaLIt Des ChaNCes PoUR Les gRoUPes DfaVoRIss

Les parents acteurs de lcole: dynamique de rseau en milieux dfavoriss

Numro de groupe: 106 Phase 1 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

3/12/2012-7/12/2012 Lyon, france

Langue de travail:

A Lyon, les acteurs sociaux se mobilisent auprs des parents dont les enfants sont en chec scolaire. Alors quon les dit dmissionnaires, la recherche montre quils sont trs proccups par la russite de leurs enfants. Cependant leur histoire et la non comprhension du systme scolaire les empchent de franchir le portail rel et symbolique de lcole. Dimportants rseaux travaillent en faveur de lintercomprhension entre ces familles et les acteurs de linstitution scolaire. Le centre [Link], centre national sur les difficults sociales et scolaires, est directement concern par ce sujet.

QUOI?

franais

Nombre de places: 20 Minimum requis: 8

Le participant dcouvrira: un tat de la recherche en France sur les familles populaires et lcole; les institutions, les associations mobilises sur laide la parentalit dans leur dimension daccompagnement la scolarit; des dispositifs et des dmarches innovantes de travail en rseau interinstitutionnels et interassociatifs pour la (re)mobilisation et lautonomie des parents dans le suivi actif du parcours scolaire de leurs enfants.

Mots cls: approches innovantes besoins particuliers environnement scolaire

COMMENT?

Le participant: visitera des tablissements scolaires avec un espace daccueil des parents; rencontrera la mdiatrice nationale qui fera tat des problmatiques relationnelles entre lcole et les familles populaires; participera une universit populaire de parents avec plusieurs chercheurs et des parents en grande prcarit; rencontrera des services dtat, de la ville et les associations qui travaillent en rseau sur laide la parentalit pour la russite scolaire des enfants.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, chefs de dpartements, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales, chercheurs.

organisateur(s): PeRotIN Catherine Institut Franais de lEducation Ecole normale suprieure de Lyon 19, Alle de Fontenay Lyon, 69007 Tel. 0033 426 73 11 08 Fax 0033 426 73 11 45 Email: [Link]@[Link] Website: [Link] [Link]/CAS

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[Link] [Link]/vst/Da/[Link]?dossier=63&lang=fr [Link] [Link]/fileadmin/medias/PDf/aef/aef_cadre_national__reference_dec2010.pdf [Link]/ [Link]/

CATALOGUE 2012/13 137

gaLIt Des ChaNCes PoUR Les gRoUPes DfaVoRIss

Amliorer linclusion des lves handicaps dans lenseignement gnral

Numro de groupe: 107 Phase 1 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

21/1/2013-25/1/2013 Poitiers, france

Langue de travail:

franais

Le Ministre de lducation franais mne une politique volontariste dans le domaine de linclusion des lves handicaps. ESEN, lcole suprieure de lducation nationale, est un service comptence nationale dont la mission principale est dassurer la formation initiale et continue des cadres de lducation nationale, de lenseignement suprieur et de la recherche (inspecteurs, chefs dtablissement, cadres administratifs et financiers, etc.). Avec cette visite, lESEN souhaite prsenter globalement ses activits, formations, outils numriques et audiovisuels. Elle souhaite notamment changer avec les participants sur les bonnes pratiques dveloppes dans leurs pays respectifs en matire dinclusion des lves handicaps, et faire part de sa propre exprience de formation, dans ce domaine, des inspecteurs spcialiss, chefs dtablissement spcialiss et autres cadres concerns.

Nombre de places: 15 Minimum requis: 7

QUOI?

Mots cls: apprentissage personnalis besoins particuliers comptences des enseignants et formateurs

Le participant dcouvrira: la situation de linclusion des lves handicaps en France et dans les diffrents pays reprsents; les mthodes et outils utiliss; les diffrentes orientations nationales et les enjeux; les stratgies et actions mises en place pour amliorer les rsultats obtenus; les diffrents points de vue (utilisateurs, responsables ducatifs, conomiques).

COMMENT?

Le participant: assistera et participera la prsentation de la situation de linclusion des lves handicaps en France et dans les diffrents pays reprsents; changera avec des cadres franais en formation - lves de lESEN - dsireux de poursuivre une coopration europenne; participera des groupes danalyse comparative, de rflexion et de partage dides; visitera des tablissements denseignement et aura loccasion dy observer les pratiques mises en uvre.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales, chercheurs.
organisateur(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

WWW.
[Link] [Link] [Link] [Link]

138 CEDEFOP STUDY VISITS

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs

Inclusion in vocational education and training

Group No: 108 Round 1 Type of visit: Vet

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

19/2/2013-22/2/2013 Dublin, Ireland

Working language:

Investing in equality and diversity is central to development and mobility of a changing workforce and for gaining employment. Education and training programmes should be delivered and designed to accommodate diversity and promote social inclusion. Developing and implementing measures to meet the needs of disadvantaged groups in society is key to creation of flexible and diverse learning pathways and removing barriers to vocational education and training (VET). Ireland promotes the principle of inclusion through a range of legislative provision and through initiatives in further and vocational education and training. This visit is hosted by Largas, the national agency for managing the lifelong learning programme in Ireland.

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: adult learning disadvantaged groups national qualifications frameworks

Participants will learn about: equality and social inclusion policy and development; the national framework of qualifications and access, transfer and progression; strategies and initiatives in VET promoting inclusion and quality learning and removing barriers to VET; flexible and diverse learning pathways; vocational guidance.

HOW?

Participants will: discuss the topic with policy-makers and national experts; visit VET organisations implementing equality and social inclusion initiatives; observe innovative projects and practice; meet representatives of specialist organisations providing support for inclusion and equality.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, researchers.

organiser(s): DaRCy Ivanna Largas 189 Parnell Street Dublin, 1 Tel. +353-1 887 12 58 Fax +353-1 873 13 16 Email: idarcy@[Link] Website: [Link]

WWW.
[Link] [Link]

CATALOGUE 2012/13 139

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs

Using informal education pedagogy to engage and motivate hard-to-reach learners

Group No: 109 Round 1 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

25/2/2013-1/3/2013 Nuneaton, england, United Kingdom

Working language:

Following the worldwide economic downturn and the recent recession, the UK is facing unprecedented challenges to remain competitive. The Leitch report calls for all UK adults to have at least Level 2 qualifications in literacy and numeracy; however, it is recognised that for many hardto-reach groups traditional education strategies and methodologies are not always effective. Nuneaton and Bedworth has three of the most deprived wards in the country according to the UK indices of multiple deprivation. North Warwickshire and Hinckley College, a Grade 1 outstanding education provider, and our partners, have developed strategies to engage and retain people in education at all levels and in a variety of settings - from compulsory and further education to work within communities.

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: the purpose, values and processes of informal education; strategies and approaches to engage disadvantaged groups successfully; usefulness of informal education methodologies in compulsory and further education and widening participation projects.

Keywords: disadvantaged groups innovative approaches social inclusion

HOW?

Participants will: visit organisations that utilise informal education methods successfully; meet practitioners from a range of organisations that engage learners from disadvantaged groups; take part in a seminar with students studying youth and community development degrees; meet experts from the youth, community and education fields; experience a marketplace networking event showcasing organisations and practitioners from across the field.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, researchers.

organiser(s): mCLatChIe abbee North Warwickshire and Hinckley College Hinckley Road Nuneaton, CV11 6BH Tel. +44(0) 22 47 64 30 00 Fax +44(0) 24 76 32 90 56 Email: [Link]@[Link] Website: [Link]

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link]

140 CEDEFOP STUDY VISITS

NatIoNaL aND seCtoRaL qUaLIfICatIoNs fRameWoRKs LINKeD to eqf

Role of social partners in implementing national qualification frameworks

Group No: 110 Round 1 Type of visit: Vet

CategoRy of themes:

Develop strategies for lifelong learning and mobility

This visit is organised by the host institution in cooperation with the European Commission addressing specifically policy- and decision-makers in education and training to transfer and share experience

WHY? 24/9/2012-28/9/2012 Berlin, germany

Working language:

Developing quality vocational education and training is central to achieving the Lisbon goals and to making Europe a knowledge society. Implementing a national qualification framework (NQF) has become a priority for the initial vocational education and training sector in Germany and other Member States. This process requires involvement of all relevant stakeholders in VET especially the social partners.

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: relevance of national qualification frameworks; specific role of social partners in the process of developing NQF; relationship between EQF and NQF; implications of NQF for the employment system.

Keywords: national qualifications frameworks social partners transparency of qualifications

HOW?

Participants will: visit VET schools and companies; visit actors involved in the NQF implementation process: the Federal minitry of education and research and the Confederation of German trade unions; discuss with management representatives and trade union representatives; exchange experiences in developing NQF.

WHOM?

Directors of education and vocational training institutions, centres or providers, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): seNa Katarzyna Nationale Agentur Bildung fr Europa beim BiBB EUStudienbesuchsprogramm Robert-Schuman-Platz 3 Bonn, 53175 Tel. +49-228- 107 16 47 Fax +49-228- 107 29 64 Email: Sena@[Link] Website: [Link] NehLs hermann Deutscher Gewerkschaftsbund Henriette Herz Platz 2 Berlin, 10178 Tel. +49-30 24 06 06 47 Fax +49-30 24 06 04 10 Email: [Link]@[Link] Website: [Link]

Aktuell werden in EULndern nationale Qualifikationsrahmen entwickelt. Es ist davon auszugehen, dass diese Qualifikationsrahmen die Bildungs- und Berufsbildungspolitik beeinflussen werden. Den Sozialpartnern kommt eine zentrale Rolle bei der Entwicklung dieser Qualifikationsrahmen zu, da sie die entscheidenden Akteure im Bereich der Qualifikationen auf dem Arbeitsmarkt und in einzelnen Lndern auch in der Berufsbildung sind. Es soll ein Austausch ber die Frage geben, inwieweit Sozialpartner bei der Entwicklung nationaler Qualifikationsrahmen beteiligt werden, welche spezifischen Vorstellungen sie haben und wie die Relevanz/Auswirkungen eingeschtzt werden.

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 141

NatIoNaL aND seCtoRaL qUaLIfICatIoNs fRameWoRKs LINKeD to eqf

NfQ and EQf - Policy development and lifelong learning

Group No: 111 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Credit systems need to allow transparency of education and training qualifications, for meeting learner mobility and employment needs, for flexible delivery, promoting alternative learning pathways and recognising all learning achievements and outcomes. In 2003, the Irish national framework of qualifications (NFQ) was launched establishing a single, coherent system of awards promoting flexibility and integration of qualifications and establishing learning outcomes as the common reference point. Referencing to the European qualifications framework was completed in Ireland in 2009 further strengthening European cooperation, transparency and increasing mobility opportunities. This visit is hosted by Largas, the national agency for managing the lifelong learning programme in Ireland.

2/10/2012-5/10/2012 Dublin, Ireland

Working language:

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: european qualifications framework (eqf) learning outcomes validation of non-formal and informal learning

Participants will learn about: national policies relating to education and training, NFQ and EQF; development and implementation of the NFQ and referencing to the EQF; quality assurance; recognition of prior learning; benefits and implications for learners, training providers, employers with regard to quality assurance, validation of formal, informal and non-formal learning.

HOW?

Participants will: discuss the topic with policy-makers and education specialists; visit education and training providers to look at practical implementation and impact; meet employers and employee organisations, learners, trainers and training providers.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

organiser(s): DaRCy Ivanna Largas 189 Parnell Street Dublin, 1 Tel. +353-1 887 12 58 Fax +353-1 873 13 16 Email: idarcy@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]

142 CEDEFOP STUDY VISITS

NatIoNaL aND seCtoRaL qUaLIfICatIoNs fRameWoRKs LINKeD to eqf

A comprehensive NQf: policy-makers, stakeholders and project-based implementation

Group No: 112 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility According to Romanian education law, the main priority of the National Qualifications Authority of Romania, host of the study visit, is to establish a comprehensive and coherent national qualifications framework (NQF) comprising all qualifications described in terms of learning outcomes and all education and training awards delivered in Romania. We proposed this study visit to consider both the necessity to ensure comparability of the national qualifications system with qualifications systems in other countries and the referencing process of NQFs to the European qualifications framework (EQF) which is ongoing in many European countries, as well as Romania. We would like to share expertise and examples of good practice with specialists who have worked on or are working towards similar goals.

15/10/2012-18/10/2012 Bucharest, Romania

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: development and implementation of NQF using a project-based approach; methods and tools for validation of non-formal and informal learning; new approaches to promote transparency of qualifications; benefits and implications for learners, training providers, employers in NQF development.

HOW?
Keywords: learning outcomes transparency of qualifications validation of non-formal and informal learning

Participants will: meet national experts and policy-makers from general education, VET and HE and discuss progress made in NQF implementation; visit a range of education and training organisations, providers and social partners to look at practical implementation and impact; observe results of several European Social Fund projects as best practices.

WHOM?

organiser(s): IVAN Margareta Simona Autoritatea Naional pentru Calificri (National Qualifications Authority) 1-3 Valter Maracineanu Square Bucureti, 010155 Tel. +40 02 13 15 78 46 Fax +40 02 13 15 78 55 Email: office@[Link] Website: [Link] ZAHARIA Sorin Eugen Autoritatea Naional pentru Calificri (National Qualifications Authority) 1-3 Valter Maracineanu Square Bucureti, 010155 Tel. +40 02 13 15 78 46 Fax +40 02 13 15 78 55 Email: office@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

n concordan cu prevederile noii Legi a Educaiei Naionale, principala prioritate a Autoritii Naionale pentru Calificri o reprezint stabilirea Cadrului Naional al Calificrilor ce cuprinde toate calificrile descrise n termeni de rezultate ale nvarii i toate titlurile/ diplomele acordate n domeniul educaiei i formrii profesionale n Romnia. Am propus aceast vizit de studiu lund n considerare att necesitatea comparrii sistemului naional de calificri cu sistemele altor ri, ct mai ales faptul c procesul de refereniere a cadrelor naionale ale calificrilor fa de Cadrul European al Calificrilor este n desfurare n mai multe ri din Europa. n acest context, dorim s ncurajam schimbul de expertiz i exemple de bun practic ntre specialiti n domeniu.

WWW.
[Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 143

NatIoNaL aND seCtoRaL qUaLIfICatIoNs fRameWoRKs LINKeD to eqf

National qualifications framework in Austria: a new policy instrument

Group No: 113 Round 1 Type of visit: Vet

CategoRy of themes:

Develop strategies for lifelong learning and mobility

This visit is organised by the host institution in cooperation with the European Commission addressing specifically policy- and decision-makers in education and training to transfer and share experience

WHY? 5/11/2012-7/11/2012 Vienna, austria

Working language:

english

Number of places: 15 Minimum required: 8

Development of a national qualifications framework (NQF) as a new policy instrument has become more and more important in Austria. The implementation process started in 2006 and is driven by the Federal Ministry of Education, Arts and Culture. This process is strongly influenced by current developments in the entire vocational education and training sector and involves several challenges. For instance, description of qualifications based on learning outcomes is a long-term task and requires close cooperation between VET stakeholders and coordination of various projects currently pursued the Austrian vocational education and training system. The Federal Ministry of Education, Arts and Culture is hosting this study visit and would like to highlight and discuss current developments and challenges regarding implementation of a NQF, as well as the importance of effective cooperation between important stakeholders. Participants will learn about: developments related to implementation of the Austrian NQF and challenges; perspectives of different stakeholders; NQF projects in tourism, electrical engineering and architecture and two LdV projects (EQF-Ref and TransEQFrame); other projects of the Austrian VET system linked to implementation of NQF (VET standards, competence-oriented education, competence-oriented curricula, ECVET, etc.).

WHAT?

Keywords: learning outcomes national qualifications frameworks transparency of qualifications

HOW?

Participants will: meet NQF and VET experts; visit education and training institutions involved in the implementation process (chamber of labour, chamber of commerce, Federal Ministry of Science and Research, universities, etc); observe the Austrian approach to implementing an NQF through presentations and expert input;

WHOM?

Directors of education and vocational training institutions, centres or providers, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): WILLeNshofeR Katrin BMUKK - Bundesministerium fr Unterricht, Kunst und Kultur Minoritenplatz 5 Wien, 1014 Tel. +43-1 531 20-4446 Fax +43-1 531 20-814446 Email: [Link]@bmukk. [Link] Website: [Link]

Seit dem Jahr 2006 wird in sterreich intensiv an der Umsetzung des Nationalen Qualifikationsrahmens (NQR) gearbeitet. Der geplante Studienbesuch soll die aktuellen Entwicklungen hinsichtlich der Implementierung des NQR in sterreich und die damit verbundenen Herausforderungen beleuchten. Zentral bei der Implementierung eines NQR ist die Kooperation der unterschiedlichen Stakeholder in der Berufsbildung. Daher werden die TeilnehmerInnen auch unterschiedliche Stakeholder-Institutionen, wie z.B. Wirtschaftskammer, Arbeiterkammer und das Wissenschaftsministerium besuchen, mit BerufsbildungsexpertInnen in Kontakt treten und einen regen Informationsaustausch betreiben knnen.

WWW.
[Link] [Link]/nqr [Link]

144 CEDEFOP STUDY VISITS

NatIoNaL aND seCtoRaL qUaLIfICatIoNs fRameWoRKs LINKeD to eqf

Accommodation and food service activities

European vocational education and training system for the hospitality and tourism industry
Group No: 114 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility The hospitality, tourism and catering industry is of prime importance to the economy in North Wales. The host institution is a further education college specialising in hospitality and catering. Coleg Llandrillo is recognised as a centre of vocational excellence since 2000. Coleg Llandrillo has been one of the lead partners in the ECVET TC (European credit system for vocational education and training for tourism and catering) project for the past three years. We have been involved in carrying out the pilot project implementation of competence developed by the group, specifically related to chefs and restaurant service professions. This visit will allow results of this project to be disseminated to other European countries.

4/2/2013-8/2/2013 Colwyn Bay, Wales, United Kingdom

Working language:

WHAT?

english

Number of places: 16 Minimum required: 8

Participants will learn about: ECVET project in tourism and catering completed in 2011; the process used in achieving the objective set for the project from the point of view of employers, students and lecturers; the role of credit and qualifications framework for Wales (CQFW); the qualifications credit framework developed in Wales, England, Scotland and Northern Ireland.

Keywords: european credit system for vocational education and training (eCVet) european qualifications framework (eqf) national qualifications frameworks

HOW?

Participants will: discuss challenges and issues faced by ECVET TC project partners; observe lecturers and students in theory and practical classes; visit hospitality and catering providers to observe on-the-job training and assessment at the work place; attend a focus group of employers, students and lecturers.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations, researchers.

organiser(s): PatIaR Dr. shyam Coleg Llandrillo Llandudno Road Colwyn Bay, LL28 4HZ Tel. +441492 54 23 16 Fax +441492 54 30 52 Email: [Link]@[Link] Website: [Link]

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link]/topics/educationandskills/qualificationsinwales/creditqualificationsframework

CATALOGUE 2012/13 145

tooLs to PRomote tRaNsPaReNCy of qUaLIfICatIoNs aND moBILIty of CItIZeNs

Moving throughout Europe with self-awareness and knowledge

Group No: 115 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility The local office of the Italian Ministry of Education, Research and University in Pavia is a hub for linking schools engaged in supporting lifelong learning and implementing the European qualifications framework (EQF). It promotes mobility and innovation at all levels, harmonising the European quality assurance reference framework for VET with the new national qualifications framework (NQF), in line with the Italian school reform launched in 2010. The city of Pavia is home to an old university strongly committed to defining international policies and involved in statistical analysis of the Italian school system and its interaction with Europe. We aim to overcome obstacles to mobility through tools such ECTS, ECVET and EQF, creating a network of institutions for developing common principles to promote mobility.

3/9/2012-7/9/2012 Pavia, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Keywords: european credit system for vocational education and training (eCVet) european credit transfer system (eCts) european qualifications framework (eqf)

Participants will learn about: European education systems and curricula, starting with practical experiences; state of NQF in secondary schools, the vocational system and universities in recognising transferability of skills acquired in formal, informal or non-formal settings; methodological aspects of content and language integrated learning (CLIL) introduced in the Italian school reform and their impact on learning; European tools (ECVET, ECTS, EQF) and their development and implementation in participants countries.

HOW?

Participants will: visit education centres, secondary schools involved in European cooperation in education and training; visit institutions devoted to issue and certify competences at regional level; discuss with representatives of the Italian Ministry of Education, Research and University.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): DeL PIo Danilo Ufficio Scolastico per la Lombardia Ufficio XIX - Pavia via Tarmelli, 2 Pavia, 27100 Tel. 0039 03 82 51 34 30 Fax 0039 03 82 52 60 78 Email: [Link]@ [Link] Website: [Link]/ pavia

La possibilit per i cittadini europei di allargare anche geograficamente i propri spazi di apprendimento e di far viaggiare con s anche i propri titoli e curricula diventata unimportante priorit che accomuna le Istituzioni Europee e i governi nazionali sin dal disegno di una Europa della conoscenza delineato dal Consiglio europeo di Lisbona del 2000. Il riconoscimento in Europa di titoli, qualifiche e competenze si trasformato in politica attiva dal varo della raccomandazione sul European Qualification Framework - EQF - e con la proposta del Sistema Europeo per il riconoscimento dei crediti , ECVET. Pare dunque importante lavorare sullallestimento delle condizioni strutturali e culturali necessarie per lallargamento degli orizzonti nazionali.

WWW.
[Link]/pavia/ [Link]/ [Link]

146 CEDEFOP STUDY VISITS

VaLIDatIoN of NoN-foRmaL aND INfoRmaL LeaRNINg

Arts, entertainment and recreation

Lifelong learning and recognition of qualifications - Key to the future of crafts

Group No: 116 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Vocational education, lifelong learning and recognition of skills acquired through informal and non-formal ways are important for keeping craftsmens qualifications up-to-date. Portugal launched two integrated policies in the national qualification system: national catalogue of professional qualifications (which includes crafts as a specific item) and professional certification system (validation of non-formal and informal learning). The host institution Cearte is a professional training centre for the crafts sector aiming to meet vocational training needs, create strategies supporting craftsmanship recovery, and update and certify professional skills.

8/10/2012-11/10/2012 Coimbra, Portugal

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: national catalogue of qualifications; development of occupational profiles and vocational training curricula; partnerships between public agencies and industrial organisations; model of certification of craftsmen through experience and several studies; innovation projects in crafts; legislation concerning the crafts sector in Portugal.

Keywords: adult learning lifelong learning programme validation of non-formal and informal learning

HOW?

Participants will: visit a professional training centre for crafts (Cearte); visit public entity responsible for statement of employment and training (IEFP); visit public entity for crafts sector (PPART) responsible for legislation; visit Portuguese Federation of Arts and Crafts Associations (FPAO); discuss the role of professional associations in developing vocational training and lifelong learning for the crafts sector; visit small businesses of artisans.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): meNDes ana Cristina CEARTE - Centro de Formao Profissional do Artesanato Rua Antnio Srgio, n 36 - Zona Industrial da Pedrulha Coimbra, 3025-041 Tel. 00351239 49 72 00 Fax 00351239 49 22 93 Email: geral@[Link]; cristina. mendes@[Link] Website: [Link]

Os participantes podero, atravs do CEARTE, conhecer e debater as estratgias e as medidas de politica que esto a ter sucesso em Portugal: aposta na formao profissional ao longo da vida e no reconhecimento das competncias profissionais adquiridas pela via no formal, como instrumentos valiosos e decisivos para a qualificao e actualizao das competncias dos artesos e para a inovao no artesanato. Estes so instrumentos imprescindveis para criar valor e colocar o artesanato e os artesos Europeus no caminho da Inovao e da Excelncia um sector que poder ter, na Agenda Europeia para 2020, uma excelente oportunidade dado que responde na ntegra aos 4 vectores em que assentar o desenvolvimento da Europa: sustentabilidade, inovao, cultura e a coeso social e territorial.

WWW.
[Link]/ [Link]/ [Link]/ [Link]/ [Link]/ [Link]/en/about-coimbra/[Link]

CATALOGUE 2012/13 147

VaLIDatIoN Des aCqUIs NoN foRmeLs et INfoRmeLs

Validation des acquis de lexprience dans lenseignement suprieur

Numro de groupe: 117 Phase 1 Type de visite: enseignement gnral

CatgoRIe thmatIqUe: POURQUOI?

Concevoir des stratgies pour lducation et la formation tout au long de la vie et la mobilit Depuis la rforme de la formation des enseignants en France en 2010, les enseignants recruts sont dsormais diplms de Master. Lcole nationale de formation agronomique (ENFA), en tant qutablissement en charge de la formation des enseignants de lenseignement agricole mais galement dtenteur dun Master denseignement, a ouvert ce dernier la validation des acquis de lexprience (VAE), notamment dans loptique de permettre des enseignants contractuels dacqurir le niveau Master requis pour tre titularis. La cellule dappui la VAE de lENFA a mis en place une structuration et un accompagnement en direction de ces publics.

21/1/2013-25/1/2013 Castanet-tolosan, france

Langue de travail:

franais

QUOI?

Nombre de places: 15 Minimum requis: 8

Le participant dcouvrira: la ralit de la VAE dans un tablissement denseignement suprieur franais; les opportunits de ce dispositif mais aussi ses contraintes; la ncessit de travailler dans un rseau dacteurs largi; lintrt et les difficults de ce dispositif pour ses bnficiaires; laccueil de ce dispositif par des employeurs.

Mots cls: acquis dapprentissage comptences des enseignants et formateurs qualification des enseignants et formateurs

COMMENT?

Le participant: visitera des structures denseignement suprieur mettant en uvre la VAE; rencontrera des bnficiaires de la VAE: tudiants, salaris, entreprises, etc; changera avec des membres dun groupe de pilotage national de VAE.

POUR QUI?

Responsables de la formation professionnelle en entreprise, professeurs principaux, formateurs denseignants, responsables des ressources humaines, conseillers pdagogiques ou dorientation.

organisateur(s): BoRIN Christiane Ecole Nationale de Formation Agronomique (ENFA) 2 route de Narbonne Castanet-Tolosan, 31326 Tel. 0033 561 75 34 81 Fax 0033 561 75 03 09 Email: [Link]@[Link] Website: [Link]

WWW.
[Link]/formation/vae/ [Link]/ [Link]/informations-pratiques,89/fiches-pratiques,91/formationprofessionnelle,118/la-validation-des-acquis-de-l,[Link]

148 CEDEFOP STUDY VISITS

RefoRms IN NatIoNaL eDUCatIoN aND tRaININg systems

Education for the future Developing autonomy in the formal education system
Group No: 118 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Since 2008 the general and vocational education system in Poland has been subject to serious reforms, to adjust it to challenges of the future. Inspiration for many proposed solutions came from a document The citizen of Gdask 2020, prepared by the education council of Gdask. Numerous experts from the Pomerania region participated in designing and introducing the reforms. Centrum Edukacji Nauczycieli w Gdasku is a professional development centre for teachers and educational authorities in the Pomerania region. Our main goal is to improve quality of education. To do so, we qre constantly looking for ideas on how to prepare students for challenges of the future. A possible solution is developing autonomy in the formal education system.

2/10/2012-5/10/2012 Gdask, Poland

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Keywords: autonomy (school or institution) key competences national qualifications frameworks

Participants will learn about: necessary changes in formal education caused by challenges of the future; solutions proposed by the Polish general and vocational educational system for autonomy development; practical examples of introducing reforms in schools; examples of initiatives by companies and non-governmental organisations for developing autonomy in formal education.

HOW?

Participants will: visit general and vocational schools working in the new framework; meet representatives of the regional education superintendents office, self-government units and professional development centre; visit a company and non-governmental organisations supporting education for the future; share experience and opinions on developing autonomy.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BUKOWSKA-ULATOWSKA Magorzata Centrum Edukacji Nauczycieli w Gdasku al. gen. J. Hallera 14 Gdask, 80-401 Tel. +48 583 40 41 43 Fax +48 583 41 07 63 Email: mbukowska@[Link] Website: [Link]

W polskim systemie owiaty wprowadzane s istotne zmiany dot. ksztacenia oglnego i zawodowego. Centrum Edukacji Nauczycieli w Gdasku, jako wojewdzka placwka doskonalenia kadry owiatowej, aktywnie uczestniczy we wdraaniu reform edukacyjnych. Nieustannie poszukujemy odpowiedzi na pytanie, jak przygotowa uczniw na wyzwania czekajce ich w przyszoci. Jednym z rozwiza jest rozwijanie autonomii w systemie formalnej edukacji. Niniejsza wizyta studyjna, podczas ktrej spotkaj si przedstawiciele rodowisk owiatowych z kilku pastw europejskich, to okazja do spojrzenia na zagadnienie edukacji dla przyszoci z wielu perspektyw, do wymiany dowiadcze i opinii w grupie midzynarodowej.

WWW.
[Link] [Link] [Link]/ [Link]/ [Link] [Link] [Link]/ [Link] [Link]

CATALOGUE 2012/13 149

ImPLemeNtatIoN of fLexIBLe LeaRNINg PathWays

flexible learning pathways in lifelong learning

Group No: 119 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Due to economic recession the value of education is growing in Estonia. Non-formal and informal education is developing; lifelong learning is becoming an inseparable part of ageing. Prnu adult gymnasium has good examples of flexible learning pathways and career counselling. Active elderly people can participate in studies, implemented under the project University for wise people at Tartu university Prnu college. The study visit will provide an overview of flexible learning pathways to raise qualifications and maintain skills of elderly people on the labour market.

15/10/2012-19/10/2012 Prnu, estonia

Working language:

WHAT? english

Number of places: 15 Minimum required: 5

Participants will learn about: adult education in the formal education system; projects focusing on informal and non-formal ways of learning; career counselling and retraining opportunities; lifelong learning as a means for active and quality life during ageing; experiential learning and best practice examples using the method.

HOW?
Keywords: adult learning lifelong guidance validation of non-formal and informal learning

Participants will: visit adult education institutions and non-educational agencies that offer training (for example, Guild of St Mary Magdalene); visit Kihnu school, community centre, museum and local community associations providing adult education; meet students, teachers, trainers and counsellors.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, human resource managers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): KURVIts Karin Prnu Adult Gymnasium Noorte vljak 2 Prnu, 80032 Tel. +372- 666 19 42 Fax +372- 666 19 41 Email: [Link]@[Link] Website: [Link]

ppelhetuse kigus: klastame Ttukassat ja tutvume sealse karjrinustamise korralduse ning pakutavate mberppe vimalustega; klastame tiskasvanute gmnaasiumi ja tutvume erinevate ppevormidega, mis muuhulgas vimaldavad omandada phi- ja keskharidust ka vljaspool Eestit elavatel ppuritel; klastame kutsehariduskeskuse tiskasvanute koolituskeskust ja tutvume ppet korralduse ning erinevate ppekavadega; klastame vrikate likooli; klastame erinevaid mitte- ja informaalselt haridust vimaldavaid koolituskeskusi, sh MaarjaMagdaleena Gildi; teeme vljasidu Kihnu saarele, mis kuulub UNESCO kultuuriprandite hulka ning kus toimib kogemuspe.

WWW.
[Link]/?lang=en [Link] [Link]/en [Link]/lang/eng/ [Link]/en/visitor/kihnu [Link]/

150 CEDEFOP STUDY VISITS

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

Lifelong learning as an answer to the ageing society

Group No: 120 Round 1 Type of visit: general education

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Since 2012 is the European year for active ageing, issues concerning ageing societies will play a central role in social policies. Citizens of Bytom constitute an ageing society where wellbeing of adults, gender equity and social awareness are of vital importance to the authorities. Equable development in Bytom is directed at culture and education. The University of the Third Age is an important centre for adult education in the region. Our focus is balanced adult competence development including digital communication. The host institution, Department of Education of Bytom is responsible for establishing and developing the university. It has experience in organising training at various levels.

1/10/2012-5/10/2012 Bytom, Poland

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: the model for managing and organising the University of the Third Age; expertise necessary to make the process of education interesting and beneficial to adults; how to integrate objectives of State and private HEIs with objectives of the University of the Third Age; how to improve its functioning through evaluation involving all participants.

HOW?
Keywords: adult learning digital competence gender equity

Participants will: visit the seat of the university and take part in lectures and activities; talk to management; meet authorities responsible for integration of adult education into the whole education system at city level; adapt a model of the University of the Third Age to participants needs.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, representatives of employers organisations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Celem wizyty jest prezentacja modelu funkcjonowania Bytomskiego Uniwersytetu Trzeciego Wieku jako instytucji wspierajcej edukacj dorosych, szczeglnie nieaktywnych zawodowo. Wizyta prezentuje organizacj i zarzdzanie uniwersytetu trzeciego wieku jako platformy zrwnowaonego rozwoju dorosych w sferze spoecznej i kulturalnej z uwzgldnieniem rozwijania nowoczesnych kompetencji komunikacji i zdobywania wiedzy. Podczas wizyty zostan zaprezentowane modele wsppracy Uniwersytetu Trzeciego Wieku z partnerami; zostan poruszone problemy charakterystyczne dla tego typu formy ksztacenia dorosych ze szczeglnym uwzgldnieniem motywacji zewntrznej oraz procesu ewaluacji podejmowanych zada.

organiser(s):

POPAWSKI Marcin Wydzia Edukacji, Urzd Miejski Strzelcow Bytomskich 21 Bytom, 41-902 Tel. +48-32 779 85 12 Fax +48-32 281 27 19 Email: mpoplawski@[Link] Website: [Link]/edukacja/

WWW.
[Link]/[Link]?d=1&p=17 [Link] [Link]/en/?id_cat=43&lang=en

CATALOGUE 2012/13 151

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

Making adult education more attractive

Group No: 121 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility How can VET at both local and national levels attract low-skilled adults in lifelong learning pathways, to combat marginalisation of older people and prevent their social exclusion? Around Perugia, there is significant experience of adult education courses that aim to reduce marginalisation of low skilled adults. A project (GEMMA) is a set of different training courses on ICT, foreign languages (English, French, Spanish), public speaking, communication and entrepreneurship, and is recognised as a good practice at European level. The Associazione [Link] srl is specialised in adult education and VET services and wants to share interesting experiences at local level with other European VET providers, networks and associations to improve quality and attractiveness of its training offer. It is also important for us to share information and learn about tools on validation of non-formal and informal learning from European colleagues.

2/10/2012-5/10/2012 Perugia, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 6

Participants will learn about: methods and strategies to make adult education more attractive; new approaches to develop key competences for low-skilled adults; pedagogical methods and didactic games to acquire the competence of learning to learn.

Keywords: adult learning innovative approaches validation of non-formal and informal learning

HOW?

Participants will: observe different adult education courses of GEMMA or other projects; observe benefits for low-skilled adults of learning in informal and non-formal contexts and how this learning can be validated; interview adult learners who attended training courses and take part in a session of evaluation; participate in a workshop on transnational European peer review.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, human resource managers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LIUtI sylvia Associazione [Link] srl via L. Catanelli, 19 Perugia, 06135 Tel. +39-075 599 73 40 Fax +39-075 599 60 85 Email: liuti@[Link] Website: [Link]

La visita di studio pone al centro lesperienza del Progetto Gemma, attuata quasi continuativamente a Perugia, dal 2002 ad oggi e rivolta ad adulti interessati ad approfondire le proprie competenze linguistiche, informatiche, sociali e relazionali. Gemma, gi buona pratica europea, necessita di migliorarsi per rispondere sempre meglio ai fabbisogni di apprendimento degli adulti, promovendo anche uno spirito europeo ed una reale cittadinanza attiva europea. Dal confronto con gli esperti e i diversi stakeholder europei che parteciperanno deriveranno interessanti spunti sia per Gemma che per dar vita a nuovi interessanti progetti finalizzati ad accrescere la capacit attrattiva delleducazione permanente.

WWW.
[Link] [Link] [Link] [Link]/en/adult-education-in-italy-1117 [Link]

152 CEDEFOP STUDY VISITS

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

Mobile learning facilitators for non-routine skills development in SMEs

Group No: 122 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility This visit will present the m-learning facilitator: a new European professional able to bring non-routine competences (transversal key skills for performing non-routine tasks) to SMEs via tailored mobile learning games. The m-learning facilitator will motivate SMEs to integrate learning with working life, promoting continuous informal and individual learning to increase their competitive advantage. New generations of place-bound and busy employees will develop crucial non-routine skills. The m-learning facilitator knows how to properly use mobile technologies for empowering working adults, and is endowed with innovative tools conceived in the Leonardo da Vinci Intouch project. The visit is organised by CIAPE, one of nine partners in the Intouch project. All partners of the project will bring their points of view from different parts of Europe.

10/10/2012-12/10/2012 Rome, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Keywords: innovative approaches key competences teachers and trainers competences

Participants will learn about: the top 10 European skills for competitiveness: communication, planning, conflict management, openness to change, decision-making, teamwork, flexibility, strategic thinking, initiative and learning improvement; the m-learning kit. An open learning environment with much greater interest for adults extensive use of working scenarios and dynamic interactive games; use of e-HOW for cooperative learning. An online community and a wiki for sharing ideas on how to use skills among SME employees; guidelines on how mobile technologies can be used for teaching, learning and empowering in SMEs.

HOW?

Participants will: be endowed with tools for transforming companies into learn-conducive workplaces; attend seminars and take part in discussions to exchange professional experience with consultants from eight different European countries; visit SMEs and attend presentations of good practice in promoting non-routine skills via use of mobile learning.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, human resource managers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): PeRottI eleonora CIAPE (Italian Permanent Learnng Centre) via Badia di Cava, 104 Roma, 00142 Tel. 0039 34 75 64 55 83 Fax 0039 06 99 33 23 08 Email: ciape@[Link] Website: [Link]

Il mercato del lavoro nel prossimo futuro richieder di saper affrontare al meglio i cosiddetti compiti non routinari, ovvero di mettere a frutto le competenze trasversali, risolvendo i problemi in maniera autonoma e attraverso un uso sapiente delle capacit comunicative (competenze non routinarie). Il nuovo m-Learning facilitator consentir ai lavoratori - con molte responsabilit e poco tempo a disposizione - di accedere a percorsi di formazione flessibili in maniera snella ed attraente, rafforzando le proprie competenze non-routinarie attraverso luso intensivo del mobile learning, e sar in grado di creare ambienti didattici aperti e di promuovere il cambiamento allinterno delle imprese.

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CATALOGUE 2012/13 153

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

Opportunities for adult learning

Group No: 123 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility A characteristic of adult education in the Netherlands is that it takes place in various schools and organisations and is provided in various forms and shapes, depending on the learning needs of adults. The specific needs of adults have been the incentive for adult education providers to develop tailor-made solutions. In the highly urbanised regions of the Netherlands good practices of formal adult education as well as non-formal and informal adult education can be shared.

26/11/2012-29/11/2012 the hague, the Netherlands

Working language:

WHAT?

english

Participants will learn about: adult education centres in an urban environment; adult education in the formal educational system (regional education centres); initiatives within non-formal or informal adult education.

Number of places: 14 Minimum required: 6

HOW?

Keywords: adult learning drop-outs older workers

Participants will: visit the Ministry of Education, a regional education centre; visit a volksuniversiteit and a foundation or association involved in adult education; visit instruction rooms and, if possible, observe lessons; meet teachers, instructors and students.

WHOM?

Directors of guidance centres, directors of validation or accreditation centres, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

organiser(s): DayUs-BRoUWeR Judith European Platform internationalising education P.O. Box 1007 Haarlem, 2001BA Tel. +31- 235 53 11 50 Fax +31- 235 42 71 74 Email: studyvisits@[Link] Website: [Link]

WWW.
[Link] [Link]/grundtvig

154 CEDEFOP STUDY VISITS

LIfeLoNg gUIDaNCe foR LeaRNINg aND WoRKINg

Human health and social work activities

Health and education: quality health services

Group No: 124 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility This visit will give a brief overview of studies on standardisation in education and training for professionals in the health sector and implementation for better and friendlier hospitals in Turkey. Our institution has played an important role in healthcare and health education and training for 50 years. We know that quality of education and training for professionals working in the health sector is decisive for the quality of the health service. We have developed models for determining key competences of professionals in the sector, and lifelong training for them to understand the psychology of patients and deal with both young and elderly patients.

24/9/2012-28/9/2012 Istanbul, turkey

Working language:

WHAT?

english

Number of places: 12 Minimum required: 5

Participants will learn about: models for improving healthcare professionals behaviour toward and understanding of the public; training programmes implemented in the city for professionals working in the health sector; projects undertaken by public and private partnerships.

HOW?
Keywords: education and training attainment health education key competences

Participants will: share and discuss examples of good practice in educating and training professionals in the health sector with an academic panel; visit organisations educating and training healthcare professionals: public and private training centres, non-governmental organisations, hospitals; meet decision-makers in the health sector.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, heads of departments, human resource managers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

organiser(s): OZKAN Serpil Istanbul Research and Training Hospital Kasap lyas Mah. Org. Abdurrahman Nafiz Grman Cd Fatih Istanbul, 34098 Tel. 0090 21 24 59 60 45 Fax 0090 21 26 32 00 60 Email: [Link]@[Link] Website: [Link] KOSE Devrim Istanbul Research and Training Hospital Kasap lyas Mah. Org. Abdurrahman Nafiz Grman Cd Fatih Istanbul, 34098 Tel. 0090 21 24 59 60 45 Fax 0090 21 26 32 00 60 Email: istanbuleah@[Link] Website: [Link]

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

alma ziyareti, tarihi boyunca bir ok devlete bakentlik yapan, binlerce yllk tarihi,15 milyon nfusu ile Trkiyenin aynas niteliindeki stanbulda yaplacaktr. 1960 ylnda balkanlarn en modern hastanesi olarak kurulan ve ilkleri her zaman kendine misyon edinen stanbul Eitim ve Aratrma Hastanesi tarafndan organize edilecek olan almann konusu Klaiteli Salk Hizmetidir. Bu anlamda l Salk Mdrl ile mutabakata varlm ve l Performans ve Kalite Koordinatrlnn destei alnmtr. Yaplacak almada kurumumuzda ve lkemizde salk kurum ve kurulularnda yetikin eitimleri ve Kalite sistemlerine ilikin almalar, yetikin eitim modelleri ve salkta kalite sistemleri ile ilgili uygulamalar gzlemlenecek ve aktif kaltlmlar salanacaktr.

WWW.
[Link]

CATALOGUE 2012/13 155

LeBeNsLaNge BeRatUNg BeIm LeRNeN UND aRBeIteN

Effizienz schulpsychologischer Dienste in der lebenslangen Beratung beim Lernen

Gruppennummer: 125 antragsrunde 1 Art des Besuches: gemischt

themeNBeReIChe: WARUM?

Entwicklung von Strategien fr lebenslanges Lernen und Mobilitt In der EU fehlen vergleichbare Daten und Best-practice-Modelle von schulpsychologischen Diensten (SPD) im Rahmen des lebenslangen Lernens. Zur Implementierung der Bildungsreformen ist die Entwicklung von effizienten schulischen Untersttzungsstrukturen notwendig. Dieser Studienbesuch dient dazu, verschiedene SPD-Strukturen zu analysieren und zu vergleichen sowie Empfehlungen fr Modelle zu entwickeln. Eupen ermglicht aufgrund seiner Lage im Dreilndereck BE, DE, LUX einen europischen Vergleich dieser Strukturen. Dieser Studienbesuch entspricht den Zielsetzungen des Regionalen Entwicklungskonzeptes der deutschsprachigen Gemeinschaft Belgiens (DG BE), speziell dem Bereich Gerechter Zugang zu Bildung mit dem Teilprojekt Modernisierung und Neustrukturierung der Psycho-medizinisch-sozialen Zentren (PMS). Letztere sind schulische Begleitdienste, die sowohl vorbeugende als auch begleitend-beratende Aufgaben im psycho-sozialen und medizinischen Bereich wahrnehmen.

15/10/2012-19/10/2012 eupen, Belgien/ aachen, Deutschland/ Luxemburg, Luxemburg

Arbeitssprache:

Deutsch

WAS?

Anzahl der Teilnehmerpltze: 12 Erforderliche Mindestanzahl: 5

Die Teilnehmer werden Folgendes lernen: Geschichte und Brennpunkte der Schulpsychologie in BE, DE, LUX; Methoden der Evaluierung von SPD in Bezug auf lebenslanges Lernen; verschiedene Arbeits-, Funktions- und Organisationsweisen der SPD in BE, DE, LUX.

Schlsselwrter: allgemeines und berufliches Bildungsniveau evaluierung (schule oder einrichtung) Lebenslange Bildungs- und Berufsberatung

WIE?

Die Teilnehmer werden: SPD in der DG BE,DE, LUX besuchen; die Arbeit der Schulpsychologen vor Ort beobachten; Interviews mit Mitarbeitern der SPD und ihres Umfeldes durchfhren; mit Hilfe eines Evaluierungsinstrumentes die SPD analysieren, vergleichen und die Ergebnisse in einem Bericht zusammenfassen; an einer europischen Konferenz zur Schulpsychologie teilnehmen.

WER?

organisator(en): RaDeRmaCheR gaby Freies PMS Zentrum Luxemburger Strae 11 St. Vith, 4780 Tel. 0032 80 22 66 54 Email: direction@[Link] Website: [Link] KaNt-sChaPs marianne Fderation der Belgischen Psychologen/Netzwerk Europischer Psychologen im Erziehungssystem 105/18 Rue March aux Herbes Brssel, 1000 Tel. 0032 26 75 05 99 Email: info@[Link] Website: [Link]

Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Leiter von Berufsberatungszentren, Schulleiter, Lehreraus- und -fortbildner, Bildungs- oder Berufsberater, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von Bildungsdienstleistern, Arbeitsmtern/-agenturen oder Beratungszentren, Forscher.

WWW.
[Link] [Link] [Link]/

156 CEDEFOP STUDY VISITS

LIfeLoNg gUIDaNCe foR LeaRNINg aND WoRKINg

Better learning and life quality through lifelong guidance

Group No: 126 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility In modern society the significance of lifelong learning has been emphasised and it is seen as a central tool for promoting employment, wellbeing and life quality as well as active citizenship. To support individuals coping with career and lifelong learning, several kinds of counselling and guidance services are provided in Finland throughout the whole life span. The Finnish Ministry of Education and Culuture launched a strategy for lifelong guidance in March 2011, based on EU policy developments in lifelong guidance. The host institution, University of Helsinki, Palmenia Centre for Continuing Education, is the largest institute for continuing education in Europe and offers a large selection of training for several branches of guidance and counselling. Palmenia would like to present how Finnish system of lifelong guidance, the results it produces for individuals, enterprises and authorities and the national strategy put in place to improve services and actions.

22/10/2012-26/10/2012 helsinki, finland

Working language:

english

Number of places: 15 Minimum required: 8

WHAT?

Keywords: adult learning lifelong guidance social inclusion

Participants will learn about: national strategy of lifelong guidance and measures already taken in Finland; guidance and interaction between two or more parties who represent different ethnic backgrounds (multicultural guidance); sharing national experiences and good practices of lifelong guidance; new ideas for providing personal professional guidance and for possible joint projects in the European Union; methods of multicultural guidance.

HOW?

Participants will: visit different institutions which deal with lifelong guidance for children in early childhood, pupils at school, students of vocational schools, students in higher education and employees during working life; meet authorities responsible for lifelong guidance policies and talk to counsellors working with different people in different phases of the life span; discuss methods used in guidance and counselling.

WHOM?

Directors of guidance centres, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): SEPPL Tea University of Helsinki, Palmenia Centre for Continuing Education Vuorikatu 24 ([Link] 58) Helsinki, 00014 Tel. +358 505 00 49 17 Fax +358 9191 54 087 Email: [Link]@[Link] Website: [Link]/palmenia

Modernissa yhteiskunnassa elinikisell oppimisella on vahva rooli. Yksiln nkkulmasta mahdollisuudet hallita uraa koulutuspolkujen ja tyelmn aikana ovat lisntyneet, samoin tiedon tarve. Yhteiskunnan kannalta elinikinen oppiminen ja ohjaus edistvt mys kansantaloudellista hyvinvointia. Vierailun aikana esitelln Suomessa kytss olevia elinikisen ohjauksen palveluita, joita on luotu kehittmn urapolkuja ja tukemaan elinikist oppimista. Tarjolla on erilaisia ohjauksellisia palveluita ja tukimuotoja, joita on saatavissa koko elinkaaren ajan ja valittavissa asiakkaan elmntilanteen mukaan. Palveluiden lhtkohta on yksil- ja asiakaslhtinen lhestymistapa sek yksiln vahvuuksien tunnistamisessa ett uusien mahdollisuuksien luomisessa ja uusien elmnvalintojen tukemisessa.

WWW.
[Link]/palmenia/english/[Link] [Link]/oPm/?lang=en [Link]/en-gB/

CATALOGUE 2012/13 157

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg

New opportunities for mobility

Group No: 127 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Mobility contributes to understanding and convergence of EU citizens, spreading awareness about the values of European citizenship, developing professional skills and to personal growth thus increasing employability. To achieve the most positive effects of mobility it is important that all EU members have the same proportion of incoming and outgoing participants. The host organisation Zavod za novodobno izobraevanje (Institute for New Age Education) in Maribor promotes integration and participation of people in society regardless of cultural, linguistic, national, professional and other diversity. Our policy has resulted in a series of experiences and insights which we wish to share with representatives of other EU countries working on mobility projects to find new possibilities for reciprocal mobility.

22/10/2012-25/10/2012 maribor, slovenia

Working language:

english

WHAT?

Number of places: 12 Minimum required: 5

Keywords: intercultural education learners mobility volunteering

Participants will learn about: advantages of mobility and the importance of reciprocal mobility and how to achieve it; the way participants and project partners can benefit from reciprocal mobility and how these benefits can affect quality of mobility; study cases of reciprocal mobility from Zavod za novodobno izobraevanje (ZNI); possible obstacles and problems that may arise when carrying out such projects.

HOW?

Participants will: visit CMEPIUS (Slovenian national agency for lifelong learning programme); visit ZNI (to observe and present the way we work and our reciprocity projects); visit the Ministry of Education ; visit the Employment Office; meet other relevant representatives with experience of reciprocal mobility in Slovenia.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): MARKI Sonja Zavod za novodobno izobraevanje Pasterkova ulica 3 Maribor, 2000 Tel. +386- 436 83 08 33 Email: info@[Link]

tudijski obisk je namenjen sreanju in izmenjavi izkuenj med razlinimi akterji ki delujejo na podroju une mobilnosti v EU. Zavod za novodobno izobraevanje bo v sodelovanju s kompetentnimi slubami v Sloveniji predstavi obstojee prakse in izhodia na katerih temeljijo programi une mobilnosti pri nas, predvsem s stalia trenutne situacije Slovenije kot gostujoe destinacije in novih prilonosti na tem podroju. Ob tem bomo poiskali tudi odgovore na vpraanja zakaj so nekatere drave na podroju gostovanja mobilnosti priviligirane in kaj bi lahko storili za enakovreden poloaj vseh lanic. Cilj je poiskati nove reitve, ki bodo prispevale k poveanju tevila mobilnosti, njenih uinkov, hkrati pa bodo odprle enake monosti za vkljuitev vseh skupin udeleencev in drav.

WWW.
[Link] [Link]

158 CEDEFOP STUDY VISITS

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg

Mobility in vocational training Opportunities and challenges

Group No: 128 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Economic development and the European labour market require cooperation in vocational education and training in Europe. The team of Friedrich-List-Schule/International supports vocational training centres and training firms in Berlin with their applications for subsidies from educational programmes, their searches for partners in international school projects and by providing job placements in Berlin for vocational training students. Through cooperation between the team of Friedrich-List-Schule and the University of Potsdam, the project Scientific assistant to internships for vocational students in companies in other EU countries started in 2009/10.

12/11/2012-16/11/2012 Berlin, germany

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: initiatives to improve mobility of vocational students; measures to achieve high quality and efficiency of internships for vocational students; development of the European credit system for vocational education (ECVET), national qualifications frameworks and Europass in other countries.

HOW?
Keywords: europass european credit system for vocational education and training (eCVet) national qualifications frameworks

Participants will: get to know the Friedrich-List-Schule, courses of studies, equipment, students, teachers and managers; visit companies that have sent vocational students abroad; take part in measures to prepare for going abroad references to professional sources, intercultural questions, language lessons.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, human resource managers, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of employers organisations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): RItZ Beate Friedrich-List-Schule Berlin (Oberstufenzentrum Wirtschaftssprachen) Klixstr. 7 Berlin, 10823 Tel. +49-30 81 85 35-0 Email: beate_ritz@[Link] hUth sabine Universitt Potsdam Am Neuen Palais 10 Potsdam, 14469 Tel. +49-30 26 37 42 65 Email: shuth@[Link] Website: [Link]

Die deutlich angestiegene Nachfrage nach Auslandsaufenthalten in der Berufsbildung zeigt, dass grenzberschreitende Mobilitt in der Berufsbildung immer mehr gelebte Praxis wird. Eine qualittsgerechte Gestaltung transnationaler Beziehungen rckt damit mehr und mehr in den Blickpunkt: die Qualitt von Bildungs- und Praxisangeboten, das Gelingen der Unternehmensziele und -strategien, sowie nicht zuletzt der Nutzen fr die Lernenden.

WWW.
[Link] [Link]

CATALOGUE 2012/13 159

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg

Mobility in higher education: a must, a challenge and an unprecedented opportunity

Group No: 129 Round 1 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Mobility is one of the cornerstones of European higher education and serves to strengthen European identity and citizenship, and increases employability and knowledge transfer between our countries. In the framework of the Bologna process a mobility strategy is being elaborated working on indicators and benchmarks to monitor progress. Austria has been very active in promoting mobility at European and international levels. We rank third in outgoing mobility compared to the student population (after Luxembourg and Lichtenstein). This is because Austria provides national funds to increase the aggregate ERASMUS grant. The Ministry of Science and Research is hosting the visit. It supports mobility initiatives at higher education level.

19/11/2012-23/11/2012 Vienna, austria

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: mobility schemes and programmes; best practice examples of how to abolish mobility obstacles; how curricula structure can either obscure or promote mobility; financial support schemes for mobility which allow students to take a study grant abroad for a complete study programme.

Keywords: curriculum learners mobility teachers and trainers mobility

HOW?

Participants will: discuss mobility policies with experts; visit at least one type of public higher education institution (university, university of applied sciences, teacher training college); meet and exchange information and practical experience with vice-rectors, professors and international officers of HEIs; visit the Austrian Agency for International Cooperation in Education and Research; meet the Austrian ombudsperson for universities, Bologna experts and others representing ministries, HEI, etc.

WHOM?

Directors of education and vocational training institutions, centres or providers, heads of departments, human resource managers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): sChaNDL Regina Federal Ministry of Science and Research Minoritenplatz 5 Vienna, 1014 Tel. +431 531 20-7816 Fax +431 531 20-81-7816 Email: [Link]@[Link] Website: [Link]

Mobilitt ist eine der tragenden Sulen des europischen Hochschulraums. Sie trgt zur Strkung der europischen Identitt bei und erlaubt es dem Individuum, sich mannigfaltige Kompetenzen anzueignen, die im nationalen Kontext nicht mglich wren. sterreich kann mit Beispielen guter Praxis in der Mobilittsfrderung aufwarten, wie zum Beispiel die Teilnahme an ERASMUS, die Mitnahmemglichkeit von Stipendien ins Ausland fr Gesamtstudienprogramme, AUSTRIA MUNDUS, etc. Durch den Austausch mit VertreterInnen von Universitten, Fachhochschulen, pdagogischen HS und dem BMWF soll den Teilnehmer/innen am Besuchsprogramm die sterreichische Praxis der Mobilittsfrderung und umsetzung nhergebracht werden.

WWW.
[Link] [Link] [Link] [Link]

160 CEDEFOP STUDY VISITS

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg

New horizons - How to support careers through mobility

Group No: 130 Round 1 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility A main part of the German economy is export and international cooperation. To meet the requirements of a changing global labour market it is more and more important to have international work experience and language skills. Bremen is a location of some global enterprises such as Mercedes Benz, Airbus, Becks Beer, Kraft Foods, etc. and the city also looks back on a long history of emigration and mobility. The main task of the international department at the German Federal Employment Service is to support people in working, learning and living abroad. This is on behalf of the European Commission and our membership in the EURES and Euroguidance networks.

3/12/2012-6/12/2012 Bremen, germany

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: different approaches to career counselling and guidance for different target groups; the tools implemented in training and education to promote mobility among workers and the unemployed; how to use different European networks such as EURES and the Leonardo da Vinci project Job Gate.

HOW?
Keywords: learners mobility lifelong guidance workers mobility

Participants will: meet experts in counselling and guidance; visit local authorities, enterprises and universities, such as the Chamber of Commerce, University of Bremen, EADS; talk to representatives of international mobility projects such as the Leonardo da Vinci mobility project Job Gate.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, human resource managers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BoRgmaNN heike German Federal Employment Service, International Department Doventorsteinweg 48-52 Bremen, 28195 Tel. +49-421 178 12 34 Fax +49-421 178 15 58 Email: [Link]@ [Link] Website: [Link]

Export und internationale Kooperationen sind ein wichtiger Bestandteil der deutschen Wirtschaft. Um den Anforderungen eines sich verndernden, globalen Arbeitsmarktes zu entsprechen, wird es zunehmend wichtiger internationale Erfahrungen und Fremdsprachenkenntnisse zu erwerben. Bremen ist Standort einiger bedeutender Global Player wie z. B. Mercedes, Airbus, Becks etc. Die Stadt hat auerdem eine lange Geschichte im Zusammenhang mit Mobilitt und Auswanderung. Die Hauptaufgabe der ZAV Auslandsvermittlung als Internationaler Dienstleister der BA ist die Untersttzung der Arbeits- und Bildungsmobilitt im Auftrag der Europischen Kommission durch Mitgliedschaft im EURES und Euroguidance Netzwerk.

WWW.
[Link] [Link] [Link]

162 CEDEFOP STUDY VISITS

Round

Phase Antragsrunde Turno

CATALOGUE 2012/13 163

164 CEDEFOP STUDY VISITS

Catalogue 2012/13
RoUND 2/Phase 2/aNtRagsRUNDe 2/tURNo 2: 01/03/2013 - 30/06/2013 Deadline/dlais/Bewerbungsschluss/plazo: 12/10/2012

ENCOURAGING COOPERATION BETWEEN THE WORLDS Of EDUCATION, TRAINING AND WORK ENCOURAGER LA COOPRATION ENTRE LES MONDES DE LDUCATION, DE LA fORMATION ET DU TRAVAIL fAVORECER LA COOPERACIN ENTRE LOS MUNDOS DE LA EDUCACIN, LA fORMACIN PROfESIONAL Y EL TRABAjO tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK
round group title of visit wl country date page

2 2 2 2 2 2 2

131 Vocational orientation in Germany: improving vocational choices 132 Hobby schools and extracurricular activities as bridges between pupils and their career choices 133 Training and certification of competences in vocational training 134 Vocational training system in the Azores: ultraperipheral regions 135 Accepting mentally-disabled youth 136 Guidance and vocational counselling 137 Traineeships in VET and an approach towards the labour market

EN EN EN EN EN EN EN

Germany Estonia Czech Republic Portugal Lithuania Poland Portugal

18/03/13 - 22/03/13 18/03/13 - 22/03/13 15/04/13 - 19/04/13 15/04/13 - 19/04/13 22/04/13 - 26/04/13 23/04/13 - 26/04/13 17/06/13 - 20/06/13

172 173 174 175 176 177 178

WoRKPLaCe LeaRNINg
round group title of visit wl country date page

138 Health and social care: education for employment and career progression

EN

United Kingdom

11/03/13 - 14/03/13

179

INtegRatIoN of DIsaDVaNtageD gRoUPs INto the LaBoUR maRKet

round group title of visit wl country date page

139 Designing, delivering and marketing a programme of education and training for disadvantaged groups

EN

United Kingdom

01/05/13 - 03/05/13

180

INCReasINg attRaCtIVeNess of Vet

round group title of visit wl country date page

140 VET to develop cooperation between schools and the labour market

EN

Italy

18/03/13 - 22/03/13

181

wl: Working language

CATALOGUE 2012/13 165

soCIaL PaRtNeRs CoNtRIBUtIoN to LIfeLoNg LeaRNINg

round group title of visit wl country date page

141 Older workers in companies and on the labour market

EN

Germany

13/05/13 - 17/05/13

182

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes CooPRatIoN eNtRe Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN, Les eNtRePRIses et Les CommUNaUts LoCaLes
round group title of visit wl country date page

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

142 Innovation, industry and education in a regional perspective 143 Offrir des formations adaptes aux besoins du territoire et des apprenants 144 EU dimension of VET to respond to labour market needs 145 Preparing graduates for the world of work 146 Approaching schools and enterprises: how to improve quality of VET 147 Vocational education in cooperation with kindergartens, schools and organisations 148 How cooperation between NGOs, schools and SMEs contribute to vocational training 149 Un partenariat local afin de crer des parcours culturels pour tous les lves 150 How can social partners, authorities and schools cooperate to improve VET in Romania 151 Services to business: a new approach to meeting employers needs 152 Valuable contribution of partnerships to education 153 Increasing students employability skills in partnership with employers 154 Sustainable agriculture - Challenges and opportunities for vocational schools 155 Integrating senior citizens into the learning community 156 Cooperation between the worlds of education and work

EN FR EN EN EN EN EN FR EN EN EN EN EN EN EN

Belgium France Turkey United Kingdom Spain Estonia Turkey France Romania United Kingdom Turkey United Kingdom Germany Poland Italy

18/03/13 - 22/03/13 18/03/13 - 22/03/13 08/04/13 - 12/04/13 09/04/13 - 11/04/13 23/04/13 - 26/04/13 06/05/13 - 10/05/13 13/05/13 - 17/05/13 13/05/13 - 16/05/13 14/05/13 - 17/05/13 15/05/13 - 17/05/13 20/05/13 - 24/05/13 22/05/13 - 24/05/13 10/06/13 - 14/06/13 11/06/13 - 14/06/13 17/06/13 - 21/06/13

183 184 185 186 187 188 189 190 191 192 193 194 195 196 197

NeW sKILLs foR NeW JoBs

round group title of visit wl country date page

2 2

157 Training, skills and green jobs: learning for sustainability 158 Using creativity for promoting social awareness in the school/labour market relationship.

EN EN

Spain Portugal

09/04/13 - 12/04/13 21/05/13 - 24/05/13

198 199

fosteRINg eNtRePReNeURshIP aND emPLoyaBILIty fomeNtaR eL esPRItU emPReNDeDoR y La emPLeaBILIDaD

round group title of visit wl country date page

2 2 2

159 El programa de emprendimiento en el sistema educativo de Galicia 160 Promoting entrepreneurship and start-ups in Switzerland 161 Entrepreneurship and villages: employment and social ties in remote rural areas

ES EN EN

Espaa Switzerland France

13/03/13 - 15/03/13 03/06/13 - 07/06/13 04/06/13 - 07/06/13

200 201 202

166 CEDEFOP STUDY VISITS

SUPPORTING INITIAL AND CONTINUOUS TRAINING Of TEACHERS, TRAINERS AND EDUCATION AND TRAINING INSTITUTIONS MANAGERS SOUTENIR LA fORMATION INITIALE ET CONTINUE DES ENSEIGNANTS, DES fORMATEURS ET DES CHEfS DTABLISSEMENTS DENSEIGNEMENT ET DE fORMATION UNTERSTTZUNG DER ERSTAUSBILDUNG UND WEITERBILDUNG VON LEHRKRfTEN, AUSBILDERN UND LEITERN VON EINRICHTUNGEN DER ALLGEMEINEN UND BERUfLICHEN BILDUNG qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs
round group title of visit wl country date page

2 2 2 2 2 2

162 Developing learners potential for the 21st century global economy 163 Assessment in primary, secondary and higher education 164 Linking activities - Strategies for quality development in general education 165 School evaluation as a path towards its development 166 Quality in-service teacher training 167 Adult education: validation of former learning and assessing progress and achievement

EN EN EN EN EN EN

United Kingdom Greece Germany Poland Spain Norway

04/03/13 - 08/03/13 11/03/13 - 15/03/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13

203 204 205 206 207 208

teaCheRs aND tRaINeRs INItIaL tRaININg, ReCRUItmeNt aND eVaLUatIoN foRmatIoN INItIaLe, ReCRUtemeNt et VaLUatIoN Des eNseIgNaNts et foRmateURs
round group title of visit wl country date page

2 2 2 2

168 Professeurs et formateurs: tudes des systmes europens de slection, formation et valuation 169 The teaching profession, teacher education and basic education 170 Devising and managing a training programme for teachers 171 Supporting a starting-out teacher

FR EN EN EN

Espagne Finland France Hungary

11/03/13 - 15/03/13 18/03/13 - 22/03/13 18/03/13 - 22/03/13 15/04/13 - 19/04/13

209 210 211 212

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes BeRUfLIChe WeIteReNtWICKLUNg VoN LehRKRfteN UND aUsBILDeRN UND KaRRIeRemgLIChKeIteN
round group title of visit wl country date page

2 2 2 2 2 2 2

172 Teachers training for improving learners literacy and numeracy 173 Teaching entrepreneurship: training and support 174 Professional profile of teachers today 175 How to help disadvantaged students achieve success at school 176 Recruiting, developing and qualifying school management 177 Verbesserung der allgemeinen und beruflichen Lehrerausbildung und deren Wahrnehmung von aussen 178 New skills for old jobs: recycling and upcycling training for the fashion industry

EN EN EN EN EN DE EN

Ireland Belgium Spain Poland Germany Polen Portugal

12/03/13 - 15/03/13 26/03/13 - 29/03/13 08/04/13 - 12/04/13 22/04/13 - 25/04/13 22/04/13 - 26/04/13 06/05/13 - 10/05/13 15/05/13 - 17/05/13

213 214 215 216 217 218 219

LeaDeRshIP aND maNagemeNt IN sChooLs aND tRaININg PRoVIDeRs

round group title of visit wl country date page

179 How to catch EU standards in education

EN

Turkey

24/06/13 - 28/06/13

220

CATALOGUE 2012/13 167

PROMOTING ACQUISITION Of KEY COMPETENCES THROUGHOUT THE EDUCATION AND TRAINING SYSTEM ENCOURAGER LACQUISITION DE COMPTENCES CLS DANS TOUT LE SYSTME DDUCATION ET DE fORMATION fRDERUNG DES ERWERBS VON SCHLSSELKOMPETENZEN IM GESAMTEN SYSTEM DER ALLGEMEINEN UND BERUfLICHEN BILDUNG PROMOVER LA ADQUISICIN DE COMPETENCIAS CLAVE EN EL SISTEMA EDUCATIVO Y DE fORMACIN PROfESIONAL INCReasINg LIteRaCy aND NUmeRaCy LeVeLs
round group title of visit wl country date page

180 Improving schools and education systems in a Norwegian region through cooperation

EN

Norway

22/04/13 - 26/04/13

221

LaNgUage teaChINg aND LeaRNINg sPRaChUNteRRICht UND sPRaCheRWeRB eNseaNZa y aPReNDIZaJe De IDIomas
round group title of visit wl country date page

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

181 The future of CLIL 182 Developing young learners communicative competences in a foreign language 183 Be creative: how to relate language competences to visual arts 184 Sprache macht Menschen zu Menschen 185 Language learning and teaching methods in a multilingual country 186 Improving early, billingual and trilingual language teaching 187 State-run language schools in Spain: communicative skills for everyone 188 El Programa de Centros Bilinges de la Comunidad de Madrid 189 Language learning spaces: diversity and transversality 190 Trilingual framework in Basque education 191 The ABC of plurilingualism in Andaluca 192 Improving foreign language learning with innovative methods 193 Teaching a vocation in a foreign language for use in future work 194 Language teaching as a key to promote professional skills and improve cultural integration 195 Languages in primary school The story so far

EN EN EN DE EN EN EN ES EN EN EN EN EN EN EN

Italy Poland Italy Tchechei Switzerland Netherlands Spain Espaa Spain Spain Spain Spain Poland Italy United Kingdom

04/03/13 - 08/03/13 04/03/13 - 08/03/13 11/03/13 - 15/03/13 11/03/13 - 15/03/13 01/04/13 - 05/04/13 08/04/13 - 12/04/13 15/04/13 - 18/04/13 15/04/13 - 19/04/13 22/04/13 - 26/04/13 22/04/13 - 26/04/13 06/05/13 - 10/05/13 13/05/13 - 17/05/13 03/06/13 - 07/06/13 10/06/13 - 14/06/13 17/06/13 - 21/06/13

222 223 224 225 226 227 228 229 230 231 232 233 234 235 236

Use of ICt IN LeaRNINg UtILIsatIoN Des tIC DaNs LaPPReNtIssage

round group title of visit wl country date page

2 2 2 2 2 2

196 Studying English via distance or e-learning 197 Regional and local innovation in secondary schools through ICT 198 Science and ICT: a new way to teach science 199 Arts et culture numriques: les enjeux pour lcole 200 Improving vocational education through ICT and language skill development 201 Designing technology-enriched educational environments

EN EN EN FR EN EN

Spain Denmark Italy France Spain Turkey

04/03/13 - 08/03/13 06/03/13 - 08/03/13 11/03/13 - 15/03/13 26/03/13 - 29/03/13 08/04/13 - 11/04/13 06/05/13 - 10/05/13

237 238 239 240 241 242

168 CEDEFOP STUDY VISITS

2 2 2 2 2 2

202 Developing creativity through use of ICT in learning and teaching 203 Supporting teachers with technology-improved learning 204 University of the third age - Experience of distance education 205 Lcole et les TIC en zone rurale: enjeux, intrts, perspectives 206 ICT deployment and implementation in the educational system 207 IC3T (information and communication technology for teacher trainers)

EN EN EN FR EN EN

Poland Croatia Slovakia France Spain Bulgaria

06/05/13 - 10/05/13 20/05/13 - 24/05/13 21/05/13 - 24/05/13 27/05/13 - 31/05/13 03/06/13 - 07/06/13 24/06/13 - 28/06/13

243 244 245 246 247 248

eDUCatIoN foR eNtRePReNeURshIP BILDUNg fR UNteRNehmeRIsChe KomPeteNZ

round group title of visit wl country date page

2 2

208 Das fcherbergreifende Unterrichtsprinzip Entrepreneurship Education 209 Cultivating innovative minds and brave hearts - How schools can foster tomorrows entrepreneurs

DE EN

sterreich Sweden

04/03/13 - 08/03/13 18/03/13 - 22/03/13

249 250

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt DUCatIoN PoUR UNe CItoyeNNet aCtIVe et UN DVeLoPPemeNt DURaBLe eRZIehUNg ZUR aKtIVeN BRgeRsChaft UND ZUR NaChhaLtIgeN eNtWICKLUNg
round group title of visit wl country date page

2 2 2 2 2 2 2 2 2

210 Approaches to intercultural and civic competences in early childhood education 211 Embedding environmental education into the curriculum 212 New approaches to raising young people sense of responsibility 213 Ressources locales et ducation - Formation au dveloppement durable 214 Towards an innovative health education curriculum: theory and practice 215 Raising awareness of protection of the environment 216 Education for active citizenship and sustainable development in schools 217 Bildung fr nachhaltige Entwicklung, zukunftsorientiertes Denken 218 Promoting European volunteering for humanitarian and development issues

EN EN EN FR EN EN EN DE EN

Germany France Germany France Cyprus Greece Ireland sterreich France

11/03/13 - 15/03/13 18/03/13 - 22/03/13 08/04/13 - 12/04/13 08/04/13 - 12/04/13 08/04/13 - 12/04/13 22/04/13 - 26/04/13 23/04/13 - 26/04/13 13/05/13 - 17/05/13 27/05/13 - 31/05/13

251 252 253 254 255 256 257 258 259

DeVeLoPINg CReatIVIty IN LeaRNINg aND teaChINg DVeLoPPemeNt De La CRatIVIt DaNs LaPPReNtIssage et LeNseIgNemeNt eNtWICKLUNg VoN KReatIVItt Im BeReICh LeRNeN UND LehRe
round group title of visit wl country date page

2 2 2 2 2

219 Better school design for better, safe and creative learning 220 How cities can innovate education 221 Exprimentation de lapproche orientante 222 Kunst und Kultur in der Schulausbildung und im Studium 223 Web-based tools for flexible, innovative and creative teaching and learning

EN EN FR DE EN

Turkey Portugal Belgique Slovakei Spain

08/04/13 - 12/04/13 08/04/13 - 12/04/13 13/05/13 - 15/05/13 20/05/13 - 24/05/13 17/06/13 - 21/06/13

260 261 262 263 264

CATALOGUE 2012/13 169

LeaRNINg mathematICs aND sCIeNCe

round group title of visit wl country date page

2 2 2 2

224 Development of key competences in mathematics and science 225 Cross-curricular application of mathematics for 4-to-16 year-olds in England 226 Outdoor science: using the natural world for teaching science 227 Teaching natural science in practical and experimental learning settings

EN EN EN EN

Bulgaria United Kingdom United Kingdom Denmark

11/03/13 - 15/03/13 11/03/13 - 15/03/13 18/03/13 - 22/03/13 17/04/13 - 19/04/13

265 266 267 268

PROMOTING SOCIAL INCLUSION AND GENDER EQUALITY IN EDUCATION AND TRAINING, INCLUDING INTEGRATION Of MIGRANTS fAVORISER LINTGRATION SOCIALE ET LGALIT ENTRE LES GENRES DANS LDUCATION ET LA fORMATION, NOTAMMENT LINTGRATION DES MIGRANTS PeRsoNaLIseD LeaRNINg aPPRoaChes aPPRoChes DaPPReNtIssage PeRsoNNaLIses
round group title of visit wl country date page

2 2

228 Garantir tous les lves la russite scolaire et une insertion professionnelle 229 Developing competences of learning support teachers: key for inclusive teaching

FR EN

France Italy

18/03/13 - 22/03/13 08/04/13 - 12/04/13

269 270

measURes to PReVeNt eaRLy sChooL LeaVINg mesURes VIsaNt PRVeNIR LaBaNDoN sCoLaIRe
round group title of visit wl country date page

2 2 2 2 2

230 Tackling early school-leaving 231 Preventing early leaving from high school 232 Je naime pas lcole, je naime pas tudier Que faire?

EN EN FR EN EN

Netherlands France Portugal Sweden Denmark

11/03/13 - 14/03/13 18/03/13 - 22/03/13 15/04/13 - 19/04/13 15/04/13 - 19/04/13 06/05/13 - 10/05/13

271 272 273 274 275

233 Retaining young people in education and training 234 Student retention in VET and high schools How to prevent student drop-outs

eqUaL oPPoRtUNItIes foR DIsaDVaNtageD gRoUPs gaLIt Des ChaNCes PoUR Les gRoUPes DfaVoRIss
round group title of visit wl country date page

2 2 2 2 2 2 2 2

235 My new me 236 School inclusion for migrant children: a networking approach 237 Mieux accueillir les lves ne matrisant pas la langue de scolarisation 238 Accueil dun public scolaire dfavoris 239 Sadapter et diffrencier: lindividualisation des parcours scolaires 240 Steps toward inclusion and social cohesion 241 Schools of inclusion: access to mainstream education for Roma children 242 Join us at sunrise: mainstreaming education for students with special needs

EN EN FR FR FR EN EN EN

Slovenia Italy France France France Spain Bulgaria Turkey

04/03/13 - 08/03/13 18/03/13 - 22/03/13 18/03/13 - 22/03/13 19/03/13 - 22/03/13 08/04/13 - 12/04/13 22/04/13 - 26/04/13 13/05/13 - 17/05/13 13/05/13 - 15/05/13

276 277 278 279 280 281 282 283

170 CEDEFOP STUDY VISITS

2 2 2 2 2 2

243 Challenges for education and teacher training of the Roma 244 Implementation of special education: opportunities and challenges 245 Awareness of being together through preventing discrimination 246 Including underrepresented groups in VET 247 Integration of ethnic minorities into Gateshead schools 248 Community cohesion in schools

EN EN EN EN EN EN

Hungary Turkey Turkey Germany United Kingdom United Kingdom

13/05/13 - 17/05/13 20/05/13 - 24/05/13 03/06/13 - 05/06/13 10/06/13 - 14/06/13 17/06/13 - 21/06/13 17/06/13 - 21/06/13

284 285 286 287 288 289

DEVELOPING STRATEGIES fOR LIfELONG LEARNING AND MOBILITY CONCEVOIR DES STRATGIES POUR LDUCATION ET LA fORMATION TOUT AU LONG DE LA VIE ET LA MOBILIT ENTWICKLUNG VON STRATEGIEN fR LEBENSLANGES LERNEN UND MOBILITT CaDRes NatIoNaUx et seCtoRIeLs De CeRtIfICatIoNs LIs aU CeC
round group title of visit wl country date page

249 Modularisation de lenseignement qualifiant: la certification par unit dapprentissage

FR

Belgique

13/05/13 - 17/05/13

290

tooLs to PRomote tRaNsPaReNCy of qUaLIfICatIoNs aND moBILIty of CItIZeNs

round group title of visit wl country date page

250 Improving students cultural awareness and mobility

EN

Poland

03/06/13 - 07/06/13

291

RefoRms IN NatIoNaL eDUCatIoN aND tRaININg systems

round group title of visit wl country date page

251 Economic downturn as catalyst for promoting education reforms

EN

Latvia

20/05/13 - 24/05/13

292

DeVeLoPINg LINKs BetWeeN Vet aND hIgheR eDUCatIoN

round group title of visit wl country date page

252

Bolstering attractiveness of VET in Malta

EN

Malta

20/05/13 - 24/05/13

293

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

round group title of visit wl country date page

2 2

253 Adult education in Spain: a look at Galicia 254 An answer to a challenge: innovation in adult education

EN EN

Spain Spain

08/04/13 - 12/04/13 13/05/13 - 17/05/13

294 295

oRIeNtatIoN toUt aU LoNg De La VIe PoUR LaPPReNtIssage et Le tRaVaIL

round group title of visit wl country date page

2 2

255 Les professionnels dveloppent la qualit en orientation 256 Ple Emploi: articuler des missions complmentaires orientation et emploi

FR FR

France France

09/04/13 - 12/04/13 10/06/13 - 13/06/13

296 297

CATALOGUE 2012/13 171

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg moBILItt ZU LeRNZWeCKeN IN DeR aLLgemeINeN UND BeRUfLICheN BILDUNg
round group title of visit wl country date page

2 2

257 Effektive Motivation von Arbeitgebern zur Teilnahme an Mobilittsprojekten 258 Increasing attractiveness of VET through Leonardo da Vinci mobility

DE EN

Ungarn Romania

22/04/13 - 26/04/13 20/05/13 - 24/05/13

298 299

VISITS BY SECTOR VISITES PAR SECTEUR BESUCHE NACH SEKTOREN VISITAS POR SECTORES
Round 2 (group number)

Accommodation and food service activities Agriculture, forestry and fishing Arts, entertainment and recreation Human health and social work activities Manufacturing

200 154 158, 222 135, 138, 235 144, 148, 178

VIsIt foR hIgh-LeVeL DeCIsIoN-aND PoLICy-maKeRs The following visit will be organised by the host institution in cooperation with the European Commission to address specifically policy- and decision-makers in education and training to transfer and share experience:
round group title of visit wl country date page

146 Approaching schools and enterprises: how to improve quality of VET EN

Spain

23/04/13 - 26/04/13

187

172 CEDEFOP STUDY VISITS

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Vocational orientation in Germany: improving vocational choices

Group No: 131 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work In Germany, more than 7 % of an age cohort leave school without a degree and plenty do not proceed to proper training or apprenticeship. At the same time, many companies are no longer able to fill their training places. To deal with the situation, policy established a chain of different measures to provide individual support in the vocational orientation process and development of necessary skills during school days. One core element is the vocational orientation programme funded by the Federal Ministry of Education and Research (BMBF) and implemented by the Federal Institute for Vocational Education and Training (BIBB). It combines competence assessment and practical experience in at least three occupational fields.

18/3/2013-22/3/2013 Cologne, germany

Working language:

WHAT?

english

Number of places: 16 Minimum required: 8

Keywords: apprenticeship key competences social inclusion

Participants will learn about: VET in Germany, including the dual system and regional and federal cooperation mechanisms guiding youngsters in vocational decisions; composition and impact of the vocational orientation programme; different competence assessment methods; collaboration among schools, vocational training centres and enterprises; qualification and training of trainers; the impact of vocational orientation on demography.

HOW?

Participants will: visit vocational training centres and other institutions involved in vocational orientation and education; meet politicians, directors of training centres and other stakeholders; participate in workshop exercises and competence assessment methods; discuss different topics of vocational orientation and guidance.

WHOM?

organiser(s): seNa Katarzyna Nationale Agentur Bildung fr Europa beim BiBB EUStudienbesuchsprogramm Robert-Schuman-Platz 3 Bonn, 53175 Tel. +49-228- 107 16 47 Fax +49-228- 107 29 64 Email: Sena@[Link] Website: [Link] KUNeRt Carolin Federal Institute for Vocational Education and Trainng (BIBB) Robert-Schuman-Platz 3 Bonn, 53175 Tel. +49-228 107 13 18 Fax +49-228 107 29 73 Email: Kunert@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

WWW.
[Link] [Link]/berufsorientierung

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Hobby schools and extracurricular activities as bridges between pupils and their career choices
Group No: 132 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Lack of workers in some parts of the labour market and a surplus in others reflect career choices people make. It is important to help young people choose the best possible career and more attention should be paid to extracurricular activities. Waldorf (Steiner) education based on alternative pedagogic philosophy and innovative approaches has proved its success in developing creativity as a key factor when choosing the right career. Hobby schools enable young people to discover what skills and talents they have and which activities they enjoy. Tallinn extracurricular school of arts Kullo is the biggest hobby school in Estonia, offering non-formal education and many innovative ideas that could also be used in regular schools and career counselling. We want to share experience and examples of good practice in non-formal education.

18/3/2013-22/3/2013 tallinn, estonia

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Participants will learn about: positive aspects of non-formal and alternative education for pupils choosing careers; non-formal and alternative approaches with priority on supporting every talent with a humanistic approach.

HOW?
Keywords: extra-curricular activities innovative approaches young people

Participants will: visit extracurricular schools of arts, hobby centres, Waldorf/Steiner schools and vocational training institutions; meet career counselling experts for pupils and teachers working in extracurricular education.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

ppelhetuse korraldamise ajendas erialavaliku teema lastel ja noortel. Kui tuleb peale phikooli vi keskkooli teha valik mingi ameti kasuks, siis kuidas seda kige paremini teha ja kuidas sellele kaasa aidata lbi huvikoolide ja alternatiivset pedagoogikat pakkuvate ppeasutuste, et kik inimesed juaksid ametite juurde, milles nad ka andekad on.

organiser(s): IDLa andres Tallinn Extracurricular School of Arts Kullo Mustame tee 59 Tallinn, 10621 Tel. +372 504 97 48 Email: idlaandres@[Link] Website: [Link]

WWW.
[Link] [Link] [Link] [Link]/ [Link]/ [Link] [Link] [Link]

174 CEDEFOP STUDY VISITS

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Training and certification of competences in vocational training

Group No: 133 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The organiser, the Association of Vocational Colleges in the Czech Republic, was founded in 1997 and lists 113 vocational colleges. The association looks after the interests and development of colleges which represent a very specific form of education in the tertiary sphere. A significant part of study is practical vocational education either in the classroom or in work placements. With higher demand for college graduates their studies have been complemented with additional vocational courses. Regular certification in colleges and external courses will be the target of the visit. The association wants to present best examples of vocational education and graduates who are easily grabbed by the labour market, as they are the best equipped with theoretical knowledge, manual skills and practical working experience.

15/4/2013-19/4/2013 Prague, Czech Republic

Working language:

WHAT?

english

Number of places: 12 Minimum required: 7

Keywords: key competences transparency of qualifications work placement

Participants will learn about: vocational colleges in the Czech Republic; acitivities of the Association of Vocational Colleges: how to raise education levels and standards in tertiary professional schools, how activities are coordinated, what methodological support is provided; qualifications demanded by employers such as higher language skills, latest skills in professional areas (gastronomy, medicine, arts, industrial technologies); cooperation between schools, public and private sector organisations.

HOW?

Participants will: visit regional or national offices coordinating and supporting vocational education; attend classes and meet teachers and students in selected schools in Prague and surroundings; visit training classrooms and work places.

WHOM?

Directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): sVoBoDoV eva Asociace vych odbornch kol/ Association of Vocational Colleges Dun 17 Praha 1, 110 00 Tel. +420- 325 61 01 73 Fax +420- 325 61 42 92 Email: sev@[Link] Website: [Link]

Asociace vych odbornch kol (AVO) byla zaloena v roce 1997 s clem sjednocovat a koordinovat sil vych odbornch kol pi een problm, s nimi se pi sv bn innosti setkvaj. AVO napomh rozvjet spoluprci se zamstnavatelskou sfrou a vzjemn si vymovat poznatky z praktick vuky a podporovat tak jej odborn charakter. Pedkldan projekt studijn nvtvy chce pedstavit vybran vy odborn koly v Praze a okol a zamit se na zpsoby zajiovn praktick vuky, ale t kurz, kter dopluj zkladn studijn program. Pozornost bude rovn vnovna certifikaci tchto kurz i studia na vych odbornch kolch obecn. Clem studijn nvtvy je tak diskuse o adekvtnosti praktickch dovednost zskanch bhem studia pro budouc profesn kariru.

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link]

CATALOGUE 2012/13 175

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Vocational training system in the Azores: ultraperipheral regions

Group No: 134 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Vocational training is important in the Azores, as an ultraperipheral region struggling to be integrated into the world. Sao Miguel is a small island in the Azores Archipelago in the middle of the Atlantic ocean trying to overcome its geostrategical position using technology and preparing young students for vocational work. The host institution Escola Profissional da Santa Casa da Misericrdia de Ponta Delgada (MEP) is a vocational school that prepares its students for the world of work through social activities in local society.

15/4/2013-19/4/2013 Ponta Delgada, so miguel, azores, Portugal

Working language:

WHAT?

english

Participants will learn about: vocational training approaches to minimise ultraperipheral effects; competences in science and technology; different ways of apprenticeship; local entrepreneurship.

Number of places: 15 Minimum required: 8

HOW?

Keywords: apprenticeship entrepreneurship validation of non-formal and informal learning

Participants will: visit vocational, secondary schools, University of the Azores (entrepreneurship centre) and technological parks; visit validation and accreditation centres and a local institution that supervises all vocational schools; meet directors of education and vocational training institutions, guidance centres and head teachers and teacher trainers; observe students practising specific projects and professions.

WHOM?

organiser(s): maRqUes Isabel MEP - Escola Profissional da Santa Casa da Misericrdia de Ponta Delgada Campo de So Francisco s/n Ponta Delgada, 9500-153 Tel. +351-296 30 64 20 Fax +351-296 30 64 28 Email: [Link]@[Link] Website: [Link] meDeIRos Catarina MEP-Escola Profissional da Santa Casa da Misericrdia de Ponta Delgada Campo de So Francisco s/n Ponta Delgada, 9500-153 Tel. +351-296 30 64 20 Fax +351-296 30 64 28 Email: geral@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Esta visita de estudo subordinada ao tema Sistema de Ensino Profissional: Regies Ultraperifricas visa essencialmente demonstrar como a Regio Autnoma dos Aores luta para se integrar no mundo atravs do Ensino Profissional. S. Miguel uma das ilhas deste arquiplago situado no meio do oceano atlntico que tenta ultrapassar esta localizao geogrfica, usando tecnologia e preparando os jovens estudantes para o mundo do trabalho. A MEP-Escola Profissional da Santa Casa da Misericrdia de Ponta Delgada, instituio anfitri, uma destas escolas que prepara os seus formandos para o mundo do trabalho atravs de formao profissional na rea social e pessoal.

WWW.
[Link]-escolaprofissionalcom [Link] [Link] [Link]

176 CEDEFOP STUDY VISITS

tRaNsItIoN fRom eDUCatIoN aND tRaININg to the WoRLD of WoRK

Human health and social work activities

Accepting mentally-disabled youth

Group No: 135 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Lifelong learning (LLL) and integration into the labour market of learners with special needs is a top issue in Lithuania and other EU countries. Infrastructure of formal education for these learners is well developed in most countries. But what can mentally-disabled youngsters do after their education? Panevys youth day centre in Lithuania provides day activities for disabled young adults with physical and intellectual impairment. These activities include small work tasks, arts, sports, IT, informal education and social care. Being officially approved as a methodical centre of social work with mentally-disabled learners we are very motivated to solve the key problem of mentally-disabled students transition to the labour market and social inclusion.

22/4/2013-26/4/2013 Panevys, Lithuania

Working language:

WHAT?

english

Number of places: 15 Minimum required: 6

Participants will learn about: possibilities of LLL and best examples of transition into the labour market of learners with special needs; methods and tools used in formal and informal education for mentally-disabled learners; different viewpoints in defining interest and abilities of learners with mental retardation.

HOW?

Keywords: low skilled social inclusion special needs

Participants will: visit special education institutions for mentally-disabled learners; visit day occupation centres and an independent living house for mentally-disabled youngsters; meet local authorities and discuss policies; attend a lecture about LLL and independent life system in Lithuania for learners with mental retardation; share and discuss best examples of LLL and integration into the labour market of learners with special needs in their countries.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, human resource managers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): TREBIEN Lina Youth Day Center Kranto str. 16 Panevys, LT-35173 Tel. 00370 61 19 66 68 Fax 00370 45 58 25 98 Email: dienos_centras@[Link] Website: [Link]/english/

Galimyb proto negalios jaunimui mokytis vis gyvenim ir skmingai integruotis darbo rink yra labai aktuali tema. Ar proto negalios jaunuolis gali sidarbinti, turti poreikius atitinkani veikl, skmingai integruotis visuomen? Mes motyvuoti padti negaliam jaunimui sprsti didiausias ndienos problemas: integruotis darbo rink, turti profesij, gauti emos kvalifikacijos darb; gauti darbo asistento pagalb, ieiti i nam dienos metu; integruotis visuomen, turti lygias galimybes. Paintinio vizito metu tikims dalintis patirtimi su kit ali specialistais, kurti naujus mechanizmus, utikrinanius lygias galimybes proto negalios jaunimui.

WWW.
[Link]/english/ [Link]/[Link]?66043300 [Link]/[Link]?1009885970 [Link]/en/Information/Pages/[Link] [Link]/en/[Link]

CATALOGUE 2012/13 177

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Guidance and vocational counselling

Group No: 136 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work OHP (Ochotnicze Hufce Pracy - the Voluntary Labour Corps) is a government agency covering all of Poland. The organiser is one of 16 district headquarters of OHP, located in Torun and carrying out State tasks in education, training, upbringing and employment of youth. We offer basic services for the labour market. We act as a job agency, organise training, guidance and vocational counselling. All our services are addressed at young people, less than 25 years old. During the visit we would like to exchange tools and methods of vocational counselling with participants and show them work carried out by Polish institutions related to the labour market and employment policies.

23/4/2013-26/4/2013 torun, Poland

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: local and regional examples of good practice to support employability of young people; qualifications and duties of vocational counsellors in Poland; differences in a career counsellors job according to client groups; tools and methods of vocational counselling; comparison of tasks of vocational counsellors in other countries.

HOW?
Keywords: lifelong guidance work placement

Participants will: visit vocational schools, university, office, training centre and other local institutions; meet vocational counsellors; have group discussions with other participants.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Tematem wizyty studyjnej jest doradztwo i poradnictwo zawodowe, za celem moliwo analizowania i doskonalenia pracy doradcy zawodowego oraz wymiana dowiadcze. Wizyta odbdzie si w dniach 23-26 kwietnia 2013 roku w Toruniu. Organizatorem jest Kujawsko-Pomorska Wojewdzka Komenda Ochotniczych Hufcw Pracy w Toruniu.

organiser(s): WRZENIEWSKA Joanna Kujawsko-Pomorska Wojewdzka Komenda Ochotniczych Hufcw Pracy Poznaska 11/13 Toru, 87-100 Tel. +48- 566 54 70 68 Fax +48- 566 52 96 19 Email: [Link]@[Link] Website: [Link]-pomorska. [Link]

WWW.
[Link] [Link]/eng [Link]/ciipkz/[Link] [Link]/strona-45-Poradnictwo_.html [Link] [Link]/portal/[Link]?lang=en

178 CEDEFOP STUDY VISITS

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Traineeships in VET and an approach towards the labour market

Group No: 137 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Portugal is facing an increase in unemployment. This is especially important among young adults. Ourm teaching and training association Insignare owns two vocational schools and a continuous validation training centre. In Insignare vocational schools students develop their hard skills, and time spent in a company increases during the study process. People from organisations are invited to talk to students, which helps to develop of their entrepreneurial skills during the course and afterwards to find a job or create their own. INSIGNARE also helps students to apply for a State programme that funds their integration into a company. Ourm municipality has a lower unemployment rate than the rest of the region. It is still increasing and a significant percentage suffers from seasonality. It is therefore important to provide people with the right mix of hard and soft skills to increase their employability.

17/6/2013-20/6/2013 ftima, Portugal

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: apprenticeship entrepreneurship work placement

Participants will learn about: school integration into labour market; traineeship process under four dimensions: preparation, accompanying, evaluation, insertion; improving quality of internships; successful integration of trainees into daily company activities; increasing efficiency of trainees in business.

HOW?

Participants will: visit companies with students involved in a traineeship; meet students, tutors and school traineeship organisers; visit companies where alumni work and assess their career evolution; visit a business association and incubation centre.

WHOM?

Company training managers and human resource managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): feRNaNDes srgio INSIGNARE - Associao de Ensino e Formao Rua Santa Teresa de Ourm, Ap. 107 Ourm, 2494-909 Tel. +351-249 53 06 30 Fax +351-249 53 06 39 Email: gfe@[Link] Website: [Link]

A organizao da Visita de Estudo seguir uma abordagem vertical focada em quatro grandes temas: 1. Preparao necessidades do Mercado de Trabalho; perfis profissionais e sociais dos alunos por ano curricular; o mesmo local de estgio de ano anterior ou novo; as expetativas dos alunos; as expetativas das empresas; o casamento empresa-aluno. 2. Acompanhamento as visitas; as dificuldades dos alunos; as dificuldades das empresas; a valorizao do papel do Tutor. 3. Avaliao o relatrio do aluno; o relatrio da empresa; a ponderao na nota final do curso; 4. Insero o apoio da Escola na procura de emprego; apoio do Estado na criao do posto de trabalho; apoio ao empreendedorismo.

WWW.
[Link] [Link]

CATALOGUE 2012/13 179

WoRKPLaCe LeaRNINg

Human health and social work activities

Health and social care: education for employment and career progression
Group No: 138 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Leicester health and social care community is committed to helping adults and young people to consider caring as a career. With a growing elderly population and people living with long-term illness we need to attract local people into care employment. Partners work closely to ensure accredited education/learning is delivered to meet employer needs and provide career progression. Local NHS (national healthcare system) organisations are keen to share their experience and demonstrate how investing in our workforce improves patient care.

11/3/2013-14/3/2013 Leicester, england, United Kingdom

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: working in partnership to provide preemployment training; using the qualification credit framework to plan funded education pathways; engaging training providers to deliver flexible quality accredited training supporting apprentices to achieve success and gain employment; developing a workforce to be competent and qualified; clear progression routes from vocational education to higher education.

HOW?

Keywords: adult learning apprenticeship national qualifications frameworks

Participants will visit : South Leicestershire College which delivers preemployment programme/apprenticeships; university hospitals of Leicester and a social care home which deliver vocational education to health workers; observe palliative and end-of-life care provision and educational provision to support staff; explore progression into higher education from a vocational learning background at Northampton university; visit National Apprentice Service to observe how they support employers and young people.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, owners/managers of SMEs, representatives of educational services, labour offices or guidance centres, representatives of employers organisations.

organiser(s): aUtoN Ruth Leicester, Leicestershire & Rutland Workforce Development Team Fosse House, Grove Park, Enderby Leicester, LE19 1SX Tel. +44(0) 11 62 95 71 81 Email: [Link]@[Link] Website: [Link]. [Link]

WWW.
[Link] [Link] [Link] [Link]

180 CEDEFOP STUDY VISITS

INtegRatIoN of DIsaDVaNtageD gRoUPs INto the LaBoUR maRKet

Designing, delivering and marketing a programme of education and training for disadvantaged groups
Group No: 139 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The UK government has developed a range of policies aimed at promoting employability of unemployed and economically inactive people. Many providers, including Reading College have developed short-and longer-term employability interventions to put these policies into practice: some focusing on a quick return to work and some on human capital development targeting personal development in a much broader sense. The definition of employability skills has now moved beyond communication and interpersonal skills to encompass a much wider range of skills such as learning and study, body language, numeracy, literacy, teamworking, problem-solving, decision-making, critical thinking and information gathering. The focus of employability is now on building strong relationships with industry and employers, governments and training providers. This visit aims to inspire and inform; providing examples of quality, innovation and creativity in skills training where the UK is a market leader.

1/5/2013-3/5/2013 Reading, england, United Kingdom

Working language:

english

Number of places: 12 Minimum required: 8

WHAT?

Keywords: disadvantaged groups key competences low skilled

Participants will learn about: key competences viewed from the perspectives of different stakeholders; coaching and mentoring initiatives; strategies to increase motivation and confidence and develop communication skills of young people.

HOW?

Participants will: meet project workers, employers, theorists, practitioners and students; observe multiagency projects at the forefront of delivering employability skills in a deprived area; visit further and higher education centres involved in integrating disadvantaged groups into employment.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

organiser(s): staCey Linda Reading College Kings Road Reading, RG1 4HJ Tel. +44118 955 46 48 Email: [Link]@reading-college. [Link] Website: [Link]

WWW.
[Link]; [Link]; [Link]/nationalstudies/localgov/againsttheodds/Pages/[Link] [Link] [Link]

CATALOGUE 2012/13 181

INCReasINg attRaCtIVeNess of Vet

VET to develop cooperation between schools and the labour market

Group No: 140 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work VET is an important sector in our region and town. It covers a wide range of industries that have been the main sector for jobs for years to other fields, such as tourism, cooking and wine, arts, etc. We have good examples of VET and have developed our competences over the years. During the past 20 years, VET has prepared people for new jobs in different and new fields to overcome the crisis that has affected the industry sector in the same period. La casa degli Insegnanti is an association created in 2008 and run by teachers and heads of institutions. Members are teachers and head teachers, experts in school organisation, school curricula and teacher training. It offers courses, organises conferences and working groups for teachers in different fields of education.

18/3/2013-22/3/2013 turin, Italy

Working language:

WHAT?

english

Number of places: 15 Minimum required: 5

Keywords: apprenticeship innovative approaches learning to learn

Participants will learn about: initiatives to improve VET in different fields of secondary education; methods and tools used by teachers focused on school labs for students training; apprenticeships offered such as alternation between school and work for 15 to 17 year-old students and placements for 17 to 19 year-olds; how theory and practice help prepare young people for work; examples of cooperation between vocational schools and enterprises to offer young people a working experience while they attend school and support their integration into the labour market.

HOW?

Participants will: visit secondary schools that show examples of good practice on VET; observe teachers at work and students in the classroom; meet teachers and students to share experiences; visit the area around Turin where there are good examples of VET; visit exhibitions on arts and crafts, wine cellars and take part in a slow food experience.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): ZaN maddalena Associazione La casa degli insegnanti Via Gaudenzio Ferrari 1 Torino, 10124 Tel. +39-011 861 36 45 Fax +39-011 861 36 00 Email: poggiezan@[Link] Website: [Link]

La visita di studio vuole mettere a fuoco limportanza della formazione professionale in vari ambiti, specialmente quelli pi legati al territorio (turismo, arte, viticulture, cucina). Vuole altres evidenziare la nuova importanza delle competenze sviluppate nella tradizione, che per molti anni sono state offuscate dallo sviluppo industriale.

WWW.
[Link]

182 CEDEFOP STUDY VISITS

soCIaL PaRtNeRs CoNtRIBUtIoN to LIfeLoNg LeaRNINg

Older workers in companies and on the labour market

Group No: 141 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Because of demographic change new models for human resources development and job structures in companies are needed to cope with the age and health of the workforce. They also need to consider existing qualifications and innovative ability of companies. On the labour market older workers have significant problems in finding new jobs. Hence, there are new challenges for employees, companies, social partners and politicians. In North RhineWestphalia and especially in the Ruhr area various initiatives have been developed. Arbeit und Leben is an institution for adult education supported by the German Federation of Trade Unions (Deutscher Gewerkschaftsbund DGB NRW) and the Association of Adult Education Centres (Volkshochschule - VHS) in the state of North Rhine-Westphalia.

13/5/2013-17/5/2013 Dsseldorf, germany

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: social partners contribution to lifelong learning of older workers; change processes within companies to implement measures to ensure a balanced age mix and capacity to innovate; models for labour policy and staffing policy which cope with demographic processes in companies; active employment policy and development of new fields of activity for the older workforce.

Keywords: adult learning older workers social partners

HOW?

Participants will: meet representatives of social partners, foundations, research institutes; visit a steel producer and talk to representatives from both the workforce and the employer about qualifications of older employees; visit a DASA exhibition with focus on health protection of older workers; meet representatives from a network (institutions for qualifications, consultants and public institutions).

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, human resource managers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LaNge Jrgen Arbeit und Leben DGB/VHS NW e.V. Mintropstr. 20 Dsseldorf, 40215 Tel. +49-211 938 00 31 Fax +49-211 938 00 25 Email: lange@[Link] Website: [Link]

Im Rahmen des demografischen Wandels mssen innerbetrieblich im Rahmen von Personalpolitik und Organisationsentwicklung Modelle zur alters- und gesundheitsgerechten Arbeitsgestaltung entwickelt werden, die zugleich den Erhalt und Ausbau der vorhandenen Qualifikationen und betriebliche Innovationsfhigkeit einbeziehen. Auf dem Arbeitsmarkt haben ltere Arbeitnehmer groe Probleme. Daraus ergeben sich neue Herausforderungen fr ArbeitnehmerIinnen, Unternehmen, Tarifparteien und Politik. In Nordrhein-Westfalen und insbesondere im Ruhrgebiet sind dazu verschiedenste Initiativen entwickelt worden.

WWW.
[Link] [Link] [Link] [Link] [Link] [Link] [Link]

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CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Innovation, industry and education in a regional perspective

Group No: 142 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The Bruges Communiqu introduces future challenges for VET in the EU. In Flanders regional technological centres (RTCs) have a significant role in realising these goals. RTCs are taking measures in: - increasing attractiveness of VET; - providing innovative equipment to learners; - stimulating work-based and workplace learning; - easing the transition from education and training to the world of work; - creating opportunities for improved cooperation between VET institutions and enterprises. These challenges correspond to many of the short-term deliverables EU Member States have to accomplish. Combinating responsibilities and the bottom-up structure of the organisation makes RTCs extraordinary.

18/3/2013-22/3/2013 Brussels, Belgium

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: the structure and activities of regional technological centres; innovation and technology in education; cooperation education/business/social partners/public employment service; workplace learning and internships of teachers and learners.

Keywords: innovative approaches social partners work placement

HOW?

Participants will: meet actors and stakeholders (coordinators, social partners, school directors, teachers, civil servants, etc); visit RTC network (responsible for coordinating projects relevant for the whole of Flanders); observe several projects coordinated by an RTC ; visit an RTC and a competence centre of VDAB (public employment service).

WHOM?

organiser(s): geetJeNs Johan Department of Education and Training Koning Albert II-laan 15 Brussels, 1210 Tel. +32- 25 53 98 84 Fax +32- 25 53 96 40 Email: [Link]@[Link] Website: [Link]/ English/ De VULDeR Ilse Department of Education and Training Koning Albert II-laan 15 Brussels, 1210 Tel. +32- 25 53 98 84 Fax +32- 25 53 96 40 Email: [Link]@[Link] Website: [Link]/ English/

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

De Regionale Technologische Centra zijn netoverschrijdende samenwerkingsverbanden tussen het onderwijs en het bedrijfsleven die op provinciaal niveau acties ondernemen op vlak van infrastructuur, leerlingenstages en bedrijfsstages/nascholing voor leerkrachten. Ze hebben in 2011 een nieuwe beheersovereenkomst met de overheid afgesloten en staan voor heel wat uitdagingen op het snijvlak onderwijs-arbeidsmarkt. De organisatie van deze week beoogt deelnemers te introduceren in de dagelijkse werking van de RTC door hen onder te dompelen en te betrekken bij de vraagstukken en projecten waarmee de RTC dag in dat uit bezig zijn. Zowel heden, verleden als mogelijke toekomstige ontwikkelingen en uitdagingen voor de RTC plaatsen we in de schijnwerpers.

WWW.
[Link]/english [Link]/rtc [Link] [Link] [Link]

184 CEDEFOP STUDY VISITS

CooPRatIoN eNtRe Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN, Les eNtRePRIses et Les CommUNaUts LoCaLes

Offrir des formations adaptes aux besoins du territoire et des apprenants

Numro de groupe: 143 Phase 2 Type de visite: efP

CatgoRIe thmatIqUe: POURQUOI?

Encourager la coopration entre les mondes de lducation, de la formation et du travail Pour construire lAquitaine de demain, notre rgion mne une politique de dveloppement de lemploi visant rpondre aux besoins socio-conomiques et favoriser le retour lemploi des jeunes et adultes par des actions de formation. Dans ce contexte, la Fdration Rgionale des Maisons familiales rurales (MFR) reprsentant 25 tablissements, travaille avec son environnement, les entreprises et les autorits territoriales pour offrir et conduire des formations par alternance (sanitaire et sociale, commerce, tourisme, agriculture) en adquation avec les besoins du territoire et les attentes des apprenants.

18/3/2013-22/3/2013 Bordeaux, france

Langue de travail:

QUOI? franais

Nombre de places: 12 Minimum requis: 6

Le participant dcouvrira: comment rpondre aux attentes du territoire en tissant des liens avec les acteurs locaux; comment tre lcoute des entreprises pour proposer des formations cohrentes avec les ralits professionnelles; comment crer un contexte de concurrence responsable entre acteurs de formation pour des formations pertinentes; les atouts des formations nes dun partenariat durable tablissement/entreprise/acteurs territoriaux; lalternance pour russir les formations.

Mots cls: besoins de comptences formation des adultes partenaires sociaux

COMMENT?

Le participant: visitera 3 centres de formation qui proposent des formations par alternance pour jeunes et adultes en adquation avec les besoin du territoire; rencontrera des apprenants (jeunes et adultes), des acteurs du territoire, des entreprises; observera des pratiques en lien avec la conduite de formation par alternance; participera des dbats, tables rondes avec des directeurs et formateurs.

POUR QUI?

organisateur(s): gaLLaIs sverine Fdration Rgionale des Maisons Familiales Rurales Aquitaine-Limousin 23 avenue du Mirail Bat E Artigues-prs-Bordeaux, 33370 Tel. +33- 5 56 68 39 38 Fax +33- 5 56 68 39 26 Email: [Link]@[Link] Website: [Link]

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, chefs de dpartements, responsables des ressources humaines, propritaires/administrateurs de PME, reprsentants de chambres de commerce/dindustrie/dartisanat, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants dorganisations demployeurs, reprsentants des autorits locales, rgionales et nationales, reprsentants des syndicats, chercheurs.

WWW.
[Link] [Link] [Link] [Link]/education.../[Link] [Link]

CATALOGUE 2012/13 185

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Manufacturing

EU dimension of VET to respond to labour market needs

Group No: 144 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The western part of Turkey, especially Izmir, has very big industrial areas, which need thousands of qualified workers. To meet these needs, professional competences of young workers and VET students must be improved. demi Industrial and Technical High School, the host institution, is the most successful school providing training in engineering and sustainable technologies for young people aged 14+. It has a strong link with the work environment and is positioned strategically for developing Kk Menderes industrial area. Our school provides tailored training for engineering technicians. Qualifications are offered to suit academic and practical requirements of employers and students, and to provide access to higher education.

8/4/2013-12/4/2013 Izmir, turkey

Working language:

WHAT?

english

Number of places: 16 Minimum required: 8

Participants will learn about: cooperation between school and the sector and how to improve it; how a VET school takes advantage of the industrial and agricultural capacity of Kk Menderes industrial area; embedding skills training into industrial practice; benefits of work-based learning.

Keywords: disadvantaged groups european qualifications framework (eqf) quality assurance

HOW?

Participants will: meet social partners in the industrial sector responsible for continuous vocational training, teachers, trainers, students; visit local vocational centres, schools and colleges; see in-company training practice provided at enterprises in the Kk Menderes industrial area.

WHOM?

Educational and vocational training inspectors, head teachers, teacher trainers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Mesleki ve Teknik eitimde okulun sanayinin ihtiyalarna cevap vermedeki yeterliliini ve okul sanayi ibirliini artrmak iin yaplan bu ev sahiplii organizasyonu iin gerekli altyap okulumuzda mevcuttur. Okulumuz eitli Avrupa Birlii projelerinde yeterli deneyime sahiptir. Bu yaplacak olan ev sahiplii organizasyonunda gl sosyal partnerlerimiz mevcuttur. demi Organize Sanayi Blgesinin gl bir yaps olmas ve Mesleki eitime demi ve cevresinde youn talep olmas organizasyonda bizleri gl klmaktadr. zmir Yaar niversitesi, Ankara Gazi Universitesi, demi Organize Sanayi Bolgesi, demi Ticaret Odas ile karlkl imzalanan protokoller ve gerekletirilen Mesleki fuar,sergi,panel, kurs ve seminer faaliyetleri ile bizleri bolgede etkili klmaktadr.
organiser(s): USTUN Dr. Suleyman Odemis Vocational and Technical High School Atatrk Mahallesi Ulus Meydan No: 12 demi Izmir, 35750 Tel. +90 23 25 45 29 93 Fax +90 23 25 45 21 57 Email: 165933@[Link] Website: [Link]

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[Link] [Link] [Link]

186 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Preparing graduates for the world of work

Group No: 145 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Birmingham City University (BCU) has a history of developing and delivering learning programmes with emphasis on employability and entrepreneurship skills so graduates are well prepared for the world of work. The faculty of technology, engineering and the environment is especially strong in this area, having formed links with major global organisations and industry bodies, enabling delivery of learning programmes which have technical competences and business skills to enable graduates to find suitable employment. We want to showcase partnerships of the university with businesses to deliver employability skills for graduates through initiatives such as knowledge transfer partnerships (KTPs), academy programmes and embedding vocational skills into learning programmes.

9/4/2013-11/4/2013 Birmingham, england, United Kingdom

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: partnerships between higher education institutions (HEIs) and businesses; partnerships between HEIs and industry training bodies to deliver learning programmes that meet skill needs of relevant industries; links between HEIs and professional bodies to develop accredited learning programmes that ensure appropriate competences of graduates; involvement of local government in shaping the nature of HEIs.

Keywords: entrepreneurship key competences skill needs

HOW?

Participants will: meet key decision-makers at BCU and local council, representatives of industry bodies, staff and students; visit a company involved in a KTP, a local council and a technical college.

WHOM?

Directors of education and vocational training institutions, centres or providers, heads of departments, representatives of chambers of commerce/ industry/crafts, representatives of employers organisations.

organiser(s): sqUIRes george Birmingham City University City Centre Campus, Millennium Point, Curzon Street Birmingham, B4 7XG Tel. +44(0) 12 12 02 24 55 Fax +44(0) 12 13 31 54 01 Email: [Link]@[Link] Website: [Link] mCgUINess Ruth Birmingham City University City Centre Campus, Millennium Point, Curzon Street Birmingham, B4 7XG Tel. +44(0) 12 12 02 24 44 Email: [Link]@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]

CATALOGUE 2012/13 187

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Approaching schools and enterprises: how to improve quality of VET

Group No: 146 Round 2 Type of visit: Vet

CategoRy of themes:

Encourage cooperation between the worlds of education, training and work

This visit is organised by the host institution in cooperation with the European Commission addressing specifically policy- and decision-makers in education and training to transfer and share experience

WHY? 23/4/2013-26/4/2013 alicante, spain

Working language:

english

Poor quality of VET leads to high unemployment of school-leavers, because their knowledge is not matched to qualifications demanded by employers. Teachers at VET schools are not well informed of new trends because VET is often organised independently from the labour market. Improving quality of VET is a priority of Spanish educational policy. Encouraging cooperation between VET schools and the most innovative enterprises in the production sector is a measure that should be taken. The visit will be organised in cooperation with the education government in Valencia community, town hall of Elda (Alicante) and the chamber of commerce in Alicante.

Number of places: 15 Minimum required: 7

WHAT?

Keywords: entrepreneurship skill needs social partners

Participants will learn about: political strategies to increase quality and relevance of VET to labour market needs; agreement between regional government and employers associations to fund training courses and mobility as a measure for quality improvement of VET; cooperation between VET schools and enterprises to develop quality training programmes to focus on labour markets needs; mobility programmes for work practices; accreditation of professional competences.

HOW?

Participants will: meet officials from the innovation, quality and training unit of the Department of Education of the Generalitat Valenciana; meet officials of the Valencian Institute of Professional Qualifications; visit OHIM, European agency for trademarks and designs located in Alicante; visit the chamber of commerce of Alicante and social partners; visit the integrated vocational training centre in Elda.

WHOM?

Directors of education and vocational training institutions, centres or providers, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): meLgaReJo RomeRo Cristobal IES Valle de Elda and ECXMO. Ayuntamiento de Elda Carretera de Sax, 37 Elda - Alicante, 03600 Tel. 0034 966982323 Fax 0034 966982461 Email: 03014812@[Link] Website: [Link]

Se mostrarn estrategias de innovacin y mejora de la calidad de la formacin profesional para que sta sea eficaz y se adece a las necesidades del mercado de trabajo, teniendo en cuenta que ste est sujeto a drsticos cambios y la crisis es el principal escenario que se van a encontrar nuestros futuros titulados. Para lograrlo la principal herramienta es la conexin con los sectores productivos ms inovadores y creativos, ofrececiendo una Formacin en Centros de trabajo o prcticas profesionales de calidad tanto en Espaa como en pases de la Unin Europea.

WWW.
[Link]

188 CEDEFOP STUDY VISITS

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Vocational education in cooperation with kindergartens, schools and organisations

Group No: 147 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Each year Narva vocational training centre organises special events to promote different jobs needed in society. Our teachers and students meet kindergarten children aged 5 to7 to introduce different occupations. Good cooperation between vocational training centres, kindergartens, local communities and enterprises is essential to prepare good specialists for the labour market. Narva vocational training centre, provides training in 29 different study fields, including construction, energy, financial services, information technology, commerce, light industry, mechanics, catering and service, with an average of 1 300 students enrolled and 146 people employed.

6/5/2013-10/5/2013 Narva, estonia

Working language:

WHAT?

english

Number of places: 15 Minimum required: 5

Participants will learn about: cooperation possibilities between educational institutions, companies and the local community to promote occupations; methods and tools used in vocational guidance; examples of good practice.

HOW?
Keywords: leadership and management social partners young people

Participants will: visit vocational training centres, kindergartens, basic and secondary schools, organisations; discuss the role of vocational training providers in helping youth make decisions for their studies and careers; observe teachers work in the classroom and participate in e-lectures.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, owners/managers of SMEs, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Narva Kutseppekeskuse ppelhetuse korraldamise motivaatoriks on meie igapevane tegevus, mida tahame jagada kolleegidega erinevate maade kutseppeasutustest. Peame oluliseks adekvaatse info jagamist meie siht- ja huvigruppidele. Meie positiivsed kogemused koostst lasteaedadega ja asutustega, kogemused ldhariduskoolidega julgustavad meid oma teadmisi jagama. ppelhetuse korraldamise lisavrtuseks loeme vestlusringides saadavaid kogemusi ppelhetusel osalejatelt. ppelhetuse koolipoolsel korraldajal on positiivsed kogemused 2006.a. ja 2010.a. ppelhetustest ja tahe korraldada ppelhetus kolleegidele. ppelhetuse ajal saavad osalejad levaate Narva KK, siht- ja huvigruppidega toimivast koostst kui kooli turundamise olulisest valdkonnast.

organiser(s): VeIDeNBaUm Riina Narva Vocational Training Centre Kreenholmi 45 Narva, 20104 Tel. +372 526 36 88 Fax +372 356 93 70 Email: [Link]@[Link] Website: [Link]

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[Link]/eng [Link]/?lang=eng

CATALOGUE 2012/13 189

CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Manufacturing

How cooperation between NGOs, schools and SMEs contribute to vocational training
Group No: 148 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Vocational training and qualifications of pupils become more important in difficult times. In Turkey, there is a board working on recognition of qualifications gained through informal or non-formal learning. There is also a special policy on having national qualifications referenced to the European qualifications framework (EQF). Our vocational centre practises national methods and instruments of recognising and validating informal learning. Such centres have strong cooperation with the labour market and are placed in the heart of industrial regions, for which they train students. We would like to present our centre that delivers training in engineering and sustainable technologies for young people aged 14+.

13/5/2013-17/5/2013 ankara, turkey

Working language:

WHAT?

english

Number of places: 18 Minimum required: 8

Participants will learn about: current status of recognition of non-formal and informal learning in the manufacturing sector; benefits of training based on labour market needs and work-based learning; providing certificates/diplomas for recognised qualifications; structures and working mechanisms of NGOs working in VET.

HOW?
Keywords: european qualifications framework (eqf) transparency of qualifications validation of non-formal and informal learning

Participants will: visit local vocational centres and schools; NGOs that contribute to vocational training in our country; meet representatives of companies in the industrial region and local, regional and national authorities.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, heads of departments, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

lkemizde sanayinin AB normlarnda geliebilmesi, ancak letmelerin, Avrupa igc standartlarnda, kalifiye eleman ihtiyacnn karlanabilmesiyle doru orantldr. Bu Kapsamda, Avrupa Birliine ye ve aday lkelerin Mesleki Eitim kurumlar, Sivil Toplum Kurulular, Kobiler, Mesleki Kurulular arasnda mesleki eitimin gelitirilmesi, yaygnlatrlmas konusunda birliini zorunlu klmtr. AB Mktesebat ve Lizbon Stratejilerinin en nemli konularndan olan Avrupa gc Piyasasnda alabilecek, gerekli yeterlilie sahip kaliteli kalifiye eleman yetitirilmesi iin almalarmz srdrlecektir.
organiser(s): teZCaN mehmet Ostim Vocational Training Center 100. Yil Bulvari Sonu Ostim Stad Karsisi Ankara, 06370 Tel. +90 31 23 54 77 77 Fax +90 31 23 54 77 78 Email: tezcanmehmet@[Link] Website: [Link]

WWW.
[Link] [Link]. [Link] [Link] [Link]

190 CEDEFOP STUDY VISITS

CooPRatIoN eNtRe Les taBLIssemeNts DeNseIgNemeNt et De foRmatIoN, Les eNtRePRIses et Les CommUNaUts LoCaLes

Un partenariat local afin de crer des parcours culturels pour tous les lves
Numro de groupe: 149 Phase 2 Type de visite: enseignement gnral

CatgoRIe thmatIqUe: POURQUOI?

Encourager la coopration entre les mondes de lducation, de la formation et du travail Dans le dpartement du Lot-et-Garonne, un partenariat particulier permet une meilleure connaissance et exploitation des ressources ducatives locales et rgionales dans le cadre de lducation artistique et culturelle. Dans le cadre dune exprimentation mene depuis deux ans, chaque lve de 12 16 ans au collge La plaine dispose dun parcours culturel qui lui permet de se sensibiliser tous les champs culturels par la rencontre des uvres et des artistes ainsi que par la frquentation de lieux culturels. Ce projet sarticule avec les enseignements disciplinaires et/ou interdisciplinaires.

13/5/2013-16/5/2013 agen, france

Langue de travail:

QUOI?

franais

Nombre de places: 12 Minimum requis: 6

Le participant dcouvrira: la politique nationale dans le domaine de lducation artistique et culturelle; la manire dont la collectivit dpartementale et lInspection acadmique y rpondent en proposant un outil adapt aux scolaires; ladaptation de cet outil aux diffrents niveaux scolaires et aux rformes des programmes nationaux; diffrents modles de parcours culturels et leur intrt pdagogique (ouverture culturelle et transdisciplinarit).

Mots cls: besoins de comptences programmes dtudes et de formation sensibilit et expression culturelles

COMMENT?

Le participant: rencontrera les partenaires de la convention ducative qui est lorigine des parcours culturels: Conseil gnral, ducation Nationale, collectivits, associations locales; visitera des tablissements qui sappuient fortement sur les offres de la convention ducative; dcouvrira comment sont labors les parcours culturels; observera les acteurs en activit: lves, enseignants et professionnels du monde culturel; assistera une reprsentation thtrale qui est la production finale de plusieurs ateliers artistiques.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales.

organisateur(s): NICoLoN Philippe Collge La plaine rue des cerisiers Lavardac, 47230 Tel. +33 553 65 51 98 Fax +33 553 65 14 16 Email: [Link]@[Link] Website: [Link]

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[Link]/ [Link]/fr/nos-missions/[Link]

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How can social partners, authorities and schools cooperate to improve VET in Romania
Group No: 150 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Constant changes in legislation and reforms of the education and training system lead to new arrangements for governance in schools and in relations with the community. As social partners are becoming more involved in education and professional training, the General Union of Romanias Industrialists has obtained good results in cooperation with relevant authorities and VET schools as well as with other social [Link] purpose of this visit is to explore models and initiatives of cooperation among social partners, public authorities and VET institutions for the communitys benefit and to share successful practices.

14/5/2013-17/5/2013 Bucharest, Romania

Working language:

WHAT? english

Number of places: 15 Minimum required: 8

Participants will learn about: involvement and responsibility of social partners in vocational education and training; mechanisms of cooperation between social partners, authorities and schools; efforts of social partners, authorities and schools to adapt and function effectively, for the communitys benefit; examples of good practice in VET.

HOW?
Keywords: social partners

Participants will: meet representatives of national authorities in charge of vocational education and training; visit and observe vocational education institutions in the Bucharest - Ilfov region; meet social partners representatives; meet managers who have created strong partnerships with schools and enterprises; talk to representatives of employers involved in education projects.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, heads of departments, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LCTU Ruxandra General Union of Romanias Industrialists U.G.I.R. 2-4 Cristian Popisteanu Street, Sector 1 Bucureti, 010024 Tel. +40 02 13 11 79 68 Fax +40 02 13 11 79 68 Email: [Link]@[Link] Website: [Link]

Uniunea General a Industriailor din Romnia, este o confederaie patronal reprezentativ la nivel naional cu sediul n Bucureti. Avnd n derulare proiectul strategic naional PASII FPI parteneriate active coalintreprindere pentru mbuntirea formrii profesionale iniiale finanat prin Fondul Social European, confederaia patronal UGIR dorete s mprteasc experiena sa n acest domeniu. Scopul vizitei este acela de a explora modele i iniiative de cooperare ntre partenerii sociali, autoritile publice i instituiile de nvmnt tehnic i profesional n beneficiul comunitii locale i de a mprti practicile de succes n domeniul.

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[Link] [Link] [Link] [Link] [Link] [Link] [Link]/ [Link]/en/

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CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Services to business: a new approach to meeting employersneeds

Group No: 151 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Businesses are facing a challenging environment while the working population is experiencing high levels of redundancy and unemployment. Our young school leavers are coming onto a job market where opportunities are limited and having the right skills is more important than ever. Guildford College Group has established a services to business operation which engages directly with employers on a business to business (B2B) basis. Working with other institutions and consortia, the group is able to meet the needs of employers, assist people into work and to change careers as well as work effectively to meet both local and regional agendas. The group is pleased to share solutions it developed to move from being a traditional public sector college providing only on-campus education to students to establishing an effective training and education service to both business and the community.

15/5/2013-17/5/2013 guildford, england, United Kingdom

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: innovative approaches skill needs social partners

Participants will learn about: developing a business unit within the institution to work with employers in a style they understand; cooperation between the college, local community and business sector; establishing a flexible approach to leadership and management courses delivery both on and off campus; embedding a change in culture within the college.

HOW?

Participants will: visit local training venues providing VET; meet directors and staff of training institutions, representatives of Sector Skills and local businesses.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, heads of departments, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

organiser(s): WaLKeR Peter Guildford College Group Stoke Road Guildford, GU1 1EZ Tel. +441483 44 87 09 Email: pwalker@[Link] Website: [Link]

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[Link] [Link]/ [Link]/ [Link]/ourwork/sector-skills-councils

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Valuable contribution of partnerships to education

Group No: 152 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Our visit will show successful practices of cooperation between educational institutions, schools and the social partners as well as VET initiatives. Through partnerships of government and private institutions at local and national levels as well as international LLP projects, educational projects to raise the image and attractiveness of general and vocational education have been developed.

20/5/2013-24/5/2013 mersin, turkey

Working language:

WHAT?

english

Participants will learn about: Turkish VET system: structure, practice, modernisation, board of stakeholders; initiatives of the local authority to promote and help improve VET; examples of good practice of cooperation between institutions and social partners; the role of schools in implementing innovative solutions.

Number of places: 15 Minimum required: 5

HOW?

Keywords: innovative approaches leadership and management social partners

Participants will: visit different educational establishments and organisations; meet teachers, heads of schools, university teachers, policy-makers, managers, counsellors, students, employers, employees, consultants, trainers, coordinators; discuss strong and weak points of implementation; share information about education and training in their countries.

WHOM?

organiser(s): yasaR KaVas hamide National Education Directorate of Mersin Province Dumlupinar Mah. Adnan Menderes Bulvari Mersin, 33130 Tel. +90 324 3291481 Fax +90 324 3273519 Email: ab33@[Link] Website: [Link] KUhU Burak selim National Education Directorate of Mersin Province Dumlupnar Mah. Adnan Menderes Bulvar Mersin, 33130 Tel. +90 324 3291481 Fax +90 324 3273518 -19 Email: ab33@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Milli Eitim Bakanl adna ilimizdeki tm rgn ve yaygn eitimi yrten ve denetleyen Mdrlk olduumuzdan mevcut baarl ibirliklerinin altn izmeyi, desteklemeyi ve hayat boyu renmeye aktif katlm arttrmada olas frsatlara liderlik etmeyi planlyoruz. alma ziyaretimizde ,zellikle mesleki eitim olmak zere mevcut genel ve mesleki eitim durumu ve ildeki rolleri ve uygulamalarn gstermeyi planlamaktayz.

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[Link] [Link]/ [Link]/ [Link]/

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CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Increasing students employability skills in partnership with employers

Group No: 153 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work There are high and increasing numbers of young people not in employment, education or training (NEETs). Plymouth has lower than average incomes, low levels of education and a high percentage of youth unemployment. Young people do not have the right skills to find employment and at the same time, local businesses cannot find employees with the right skills to meet their workforce needs. There is a definite mismatch between the skills required and the unemployed labour available. City College Plymouth is a large general further education college with a wide range of strong, productive links and partnerships with local employers and other organisations supporting workbased activities. It runs many initiatives on business start-ups and entrepreneurship to increase students opportunities to gain employment and/or self-employment. The college will share its experience of running innovative partnership activities for young people and employers.

22/5/2013-24/5/2013 Plymouth, england, United Kingdom

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Keywords: entrepreneurship skill needs work placement

Participants will learn about: initiatives to increase students employability skills and improve their work experience and work readiness, for example, a knowledge exchange project, business incubation units for student entrepreneurs; methods of working with employers to transfer knowledge and ensure training needs are met to build their workforce.

HOW?

Participants will: visit the colleges workspace employability centre and observe its training and activities; meet local business start-up organisations, employment agencies supporting young people into work and local employers supporting employability initiatives.

WHOM?

organiser(s): CoLemaN Lianne City College Plymouth Kings Road Plymouth, PL1 5QG Tel. +441752 30 53 91 Fax +441752 30 51 23 Email: lcoleman@[Link] Website: [Link] RoBBIe sharron City College Plymouth Kings Road Plymouth, PL1 5QG Tel. +441752 30 58 96 Fax +441752 30 51 23 Email: srobbie@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of employers organisations.

WWW.
[Link] [Link] [Link] [Link] [Link]/16to19/qualificationsandlearning/workexperience

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Agriculture, forestry and fishing

Sustainable agriculture - Challenges and opportunities for vocational schools

Group No: 154 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The market for organic food is increasing by 1 to 5 % annually. The EU is planning to raise the sales share of organic farms. To achieve this aim well-trained specialists are necessary. How can vocational schools contribute in cooperation with private enterprises? It is the aim of this visit to discuss these questions and compare the situation with other EU countries and identify potential common solutions. Goeppingen (near Stuttgart) is situated near the central offices of the two most important organic farming associations in southern Germany. Additionally, two of the biggest manufacturers of natural cosmetics and homoeopathic medicines are close by, as well as many organic farms. The host is a vocational school (focus on horticulture and floristic) very experienced in planning and managing training programmes for foreign teachers and representatives of education.

10/6/2013-14/6/2013 goeppingen, germany

Working language:

english

Number of places: 15 Minimum required: 7

WHAT?

Keywords: apprenticeship entrepreneurship teachers and trainers competences

Participants will learn about: the dual vocational system in Germany (focus on agriculture); innovative topic-related lessons and current teaching materials; examples of cooperation between private enterprises and vocational schools; integration of EU political targets into the curriculum of vocational schools.

HOW?

Participants will: visit vocational schools and organic farms and talk to teachers and training instructors; share experiences with members of organic farming associations; talk to politicians about funding for organic farming; get an overview of teaching material; meet with an organic farming consultant and representatives of an authority responsible for creation of curricula for vocational schools.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): sChaDeR Karl Justus-von-Liebig-Schule Goeppingen Christian-Grueninger-Str. 12 Goeppingen, 73035 Tel. 0049 716 16 13 00 Fax 0049 71 61 61 31 26 Email: [Link]@[Link] Website: [Link]

Der Markt fr kologisch erzeugte Lebensmittel ist eines der wenigen Wachstums-Segmente im deutschen Lebensmittelmarkt. kologische Anbaumethoden spielen jedoch im Unterricht an beruflichen Schulen hufig nur eine geringe Rolle. In der EU wird angestrebt, den Umsatzanteil kologisch wirtschaftender Betriebe zu erhhen. Dazu sind gut ausgebildete Fachkrfte ntig. Welchen Beitrag kann die berufliche Bildung dazu leisten?

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[Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link]

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CooPeRatIoN BetWeeN eDUCatIoN aND tRaININg INstItUtIoNs, eNteRPRIses aND LoCaL CommUNItIes

Integrating senior citizens into the learning community

Group No: 155 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Towarzystwo Ziemi osickiej (osice Land Association) is an organisation working for the benefit of the local community. Our main task is to promote senior citizens activities, including inhabitants of rural areas. By integrating senior citizens into educational activities we improve their personal development and enable them to gain new competences. We use the human capital of senior citizens to create educational programmes based on local tradition and history. In our educational activities for the benefit of senior citizens we cooperate with local entrepreneurs, authorities and other organisations.

11/6/2013-14/6/2013 osice, Poland

Working language:

WHAT? english

Number of places: 12 Minimum required: 8

Participants will learn about: the role of adult education in the local community; participation of local public and private institutions in adult education; examples of Grundvig and LdV projects regarding cooperation between schools and local community.

HOW?

Keywords: adult learning key competences social inclusion

Participants will: visit schools and other educational institutions; meet local authorities observe volunteers at work; participate in local cultural events.

WHOM?

Head teachers, teacher trainers, human resource managers, representatives of chambers of commerce/ industry/crafts, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Celem wizyty jest podzielenie si dowiadczeniami na temat tego, jak wczy wiksz cz spoeczestwa lokalnego, od dzieci poczwszy na aktywnych emerytach skoczywszy , w rozwj regionu tak, by zaowocowao to lepszym poziomem ycia w maych miejscowociach w Polsce i Europie. Wykorzystujemy potencja osb starszych do tworzenia programw Edukacyjnych opartych na lokalnej tradycji i historii.

organiser(s): PARAFIACZUK Jadwiga Towarzystwo Przyjaci Ziemi osickiej Berka Joselewicza 13 osice, 08-200 Tel. +4883 359 03 82 Email: tpzl@[Link]; zenek_i_jadzia@[Link] Website: [Link]

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[Link]

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Cooperation between the worlds of education and work

Group No: 156 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work The aim of the visit is to show how different bodies in the educational sector work in synergy with small and medium-sized enterprises (SMEs) to develop labour competitiveness and help young students to fight unemployment. We want to discuss with other European colleagues the importance of offering new and innovative subjects because of continuous changes in technology and the economy and how to respond to these needs by observing the world of work and updating continuously the didactical offer. We will have the opportunity to develop further knowledge from participants experiences and build partnerships with European colleagues to develop future projects.

17/6/2013-21/6/2013 Pisa, Italy

Working language:

WHAT? english

Number of places: 15 Minimum required: 8

Participants will learn about: how we promote and manage courses; how the chamber of commerce and educational organisations collaborate with the world of work; how labour market requirements are taken into consideration when planning an educational offer; how we deal with courses for entrepreneurial training, mainly in hi-tech sectors, with particular focus on creation of new businesses.

Keywords: entrepreneurship skill needs

HOW?

Participants will: visit the Nkey educational centre; talk to representatives of local employers organisations dealing with vocational training; visit the chamber of commerce and university departments to see how collaboration with the world of work is developed; visit enterprises and local enterprise association; meet teachers of educational institutions using effective collaboration with enterprises.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, human resource managers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): saBatINI Carla Nkey srl via Pacinotti, 2 Santa Croce Sullarno-pi, 56029 Tel. +39-0571 36 69 80 Fax +39-0571 36 77 55 Email: sabatini@[Link] Website: [Link]

Nkey un centro di formazione che coopera con varie realt toscane appartenenti al mondo del lavoro e della formazione. Con la crisi economica globale i centri di formazione e le scuole devono condurre una continua ricerca di programmi didattici innovativi per fornire un valore aggiunto alla formazione tradizionale da dare ai nostri dei giovani e ai lavoratori. La Nkey una struttura flessibile che si pone come punto di incontro tra scuola e mondo del lavoro per sviluppare attraverso una rete di collaborazioni internazionali una ricerca sostenibile e al passo con i tempi. La decisione di organizzare una visita di studio perch crediamo nella crescita comune attraverso la condivisione di buone pratiche, il rafforzamento delle competenze alla varie sollecitazioni.

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[Link] [Link]/ [Link] [Link] [Link] [Link] [Link]

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NeW sKILLs foR NeW JoBs

Training, skills and green jobs: learning for sustainability

Group No: 157 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Without suitable skills, potential to provide a greener future for necessary employment growth cannot be realised. There is a current need to incorporate environmental awareness within society as a whole but also into particular occupations and professional practices related to the environment and the entire system of production. It is necessary to tackle changes in educational systems essential for sustainable development (SD) and environmental education (EE); and also to look at equally essential changes that must be made to training for employment. Ecology and economy are common subjects of debate and it is important to train for green jobs.

9/4/2013-12/4/2013 malaga, spain

Working language:

WHAT?

english

Number of places: 12 Minimum required: 6

Participants will learn about: new approaches, skills, competences and qualifications related to green jobs; pedagogical tools and didactic aspects of learning for sustainable development; innovation in cooperation between educational centrs and green jobs; sharing innovation and best practices for integrating sustainable development into VET centres.

Keywords: entrepreneurship skill needs sustainable development

HOW?

Participants will: visit educational institutions, foundations and other business centres and trade unions; meet representatives of local and regional educational authorities, directors, teachers, decision-makers and students; discuss new opportunities and the ethos required for environmental sustainability as well as key concepts.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): maRtINeZ VILLaR alberto FOREM-A (Foundation for training and employment) Madre de Dios 14 Mlaga, 29190 Tel. +34 952 21 11 03 Fax +34 952 21 11 07 Email: [Link]@[Link] Website: [Link]/ ingles

Es necesario incorporar una cultura ambiental en la sociedad en general y en particular en las ocupaciones y prcticas profesionales que contribuyen a su inclusin, tanto en yacimientos de empleo relacionados con el Medio Ambiente, como en el sistema productivo en su conjunto. Es necesario abordar los cambios desde la perspectiva del sistema educativo, tanto desde la prctica de una educacin ambiental para la sostenibilidad, como en la formacin que prepara para el empleo. Las oportunidades creadas con la implementacin de las nuevas cualificaciones ayudarn a crear empleo en reas de economa verde, tales como energas renovables, gestin de residuos, depuracin de aguas, agricultura ecolgica, aprovechamiento forestal y educacin ambiental, en las que Forem trabaja desde hace aos.

WWW.
[Link] [Link] [Link]/skills [Link]/en/esd [Link] [Link]/environment/eussd [Link]

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Arts, entertainment and recreation

Using creativity for promoting social awareness in the school/labour market relationship.
Group No: 158 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work ETIC is a professional technical school of image and communication providing training in animation, graphic design, interior design, multimedia, photography, video, sound, production, journalism and acting. It implements a training strategy with different kinds of work experience. This strategy aims at developing students social awareness and technical skills realising institutional films, advertising campaigns, websites, etc. and keeping quality products at low cost to social institutions. The school promotes partnerships that cover several social institutions and usually involve different training areas in a multidisciplinary production team. This visit aims to draw attention to the need for developing social conscience as part of students curriculum in creative fields. Our aim is to show how creative work is socially useful, relevant and credible.

21/5/2013-24/5/2013 Lisbon, Portugal

Working language:

english

WHAT?

Number of places: 14 Minimum required: 8

Participants will learn about: the relationship between school and the labour market; methodologies for development of students social conscience; development of students technical and professional skills through creative work.

Keywords: key competences skill needs work placement

HOW?

Participants will: visit companies in the image and communication field; visit social institutions with experience in creative work projects developed by students; watch project presentations.

WHOM?

organiser(s): PaCfICo Jos ETIC- Technical School of Image and Communication Rua D. Lus I, 6 Lisbon, 1200-151 Tel. 00351213 94 25 50 Fax 00351213 97 84 21 Email: jose_pacifico@[Link] Website: [Link] BRoNZe susana ETIC Technical School of Image and Communication Rua D. Lus I, 6 Lisbon, 1200-151 Tel. 00351213 94 25 50 Fax 00351213 97 84 21 Email: susana_bronze@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

A ETIC Escola Tcnica de Imagem e Comunicao uma escola de ensino tcnico e profissional que lecciona cursos nas reas criativas, como Design, Design de Interiores, Multimedia, Fotografia, Vdeo, Som, Animao, Comunicao, Jornalismo e Representao. A visita tem como objectivo alertar para a importncia do desenvolvimento de uma conscincia social, enquanto parte integrante do curriculum individual dos alunos das reas criativas. A ETIC prope dar a conhecer as suas boas prticas neste campo, mostrando como o trabalho criativo socialmente til, relevante e credvel.

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[Link] [Link]

200 CEDEFOP STUDY VISITS

fomeNtaR eL esPRItU emPReNDeDoR y La emPLeaBILIDaD

El programa de emprendimiento en el sistema educativo de Galicia.

Nmero de grupo: 159 turno 2 Tipo de visita: mixto

CategoRa De temas:

Favorecer la cooperacin entre los mundos de la educacin, la formacin profesional y el trabajo

POR QU?

13/3/2013-15/3/2013 santiago de Compostela, espaa

Lengua de trabajo:

espaol

Galicia tiene un dficit importante de emprendedores. La sociedad gallega parece reacia a optar por el emprendimiento como salida profesional. Por ello, la Consejera de Educacin ha desarrollado un programa educativo destinado a fomentar y promover la adquisicin de cualidades emprendedoras, con la finalidad de estimular, desde las edades ms tempranas, las habilidades y conocimientos necesarios para emprender, apoyar al alumnado para poner en marcha sus proyectos e ideas innovadoras de negocio, aprovechando a su vez cualquier otra iniciativa que lleven adelante otros organismos e instituciones por medio de la coordinacin. Durante la visita, nos gustara compartir nuestras experiencias y analizar el grado en el que este programa ha permitido el desarrollo de las capacidades emprendedoras en nuestro sistema educativo. Los participantes aprendern acerca de: proyecto educativo en Galicia destinado a promover el espritu emprendedor EDUEMPRENDE; iniciativas y prcticas docentes que tienen lugar en los centros integrados de formacin profesional; el marco normativo y las ofertas formativas dirigidas a la poblacin adulta; actividades y programas que tienen lugar en la educacin secundaria obligatoria y el bachillerato.

QU?

Nmero de plazas: 12 Nmero minimo requerido: 5

Las palabras clave: enfoques innovadores espritu emprendedor integracin en el mercado laboral

CMO?

Los participantes: conocern profesores y orientadores responsables de proyectos dirigidos a promover el emprendimiento; conocern alumnos que han participado en los diferentes proyectos educativos del programa FP PLUS para el emprendimiento en el nivel de la formacin profesional; visitarn centros integrados de formacin profesional que cuentan con viveros de empresa, y observarn el procedimiento de asesoramiento en el diseo del plan empresarial; intercambiarn ideas y experiencias en los encuentros con profesores y orientadores participantes en el proyecto.

PARA QUIN?

organizador(es): RoDRIgUeZ BUJaN Jess Consejera de educacin, Subdireccin de Orientacin Profesional y Relacin con las empresas, Xunta de Galicia Edificio Administrativo San Caetano s/n Santiago De Compostela, 15781 Tel. 0034 981546546 Fax 0034 881999509 Email: sbujan@[Link] Website: [Link]/fp

Responsables de formacin en empresas, directores de instituciones y centros de educacin y formacin profesional, directores de centros de orientacin, inspectores de educacin y formacin profesional, directores de instituciones de enseanza, formadores de profesores, asesores pedaggicos u orientadores, representantes de redes y asociaciones de educacin y formacin profesional, representantes de servicios educativos, oficinas de empleo o centros de orientacin, representantes de organizaciones empresariales.

WWW.
[Link]/fp [Link] [Link]

CATALOGUE 2012/13 201

fosteRINg eNtRePReNeURshIP aND emPLoyaBILIty

Promoting entrepreneurship and start-ups in Switzerland

Group No: 160 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work In terms of innovation from young entrepreneurs, Switzerland compares well with other European countries. It is a frontrunner in the European start-up scene, thanks to its extremely enterprise-friendly environment. The study visit will look at the key traits of entrepreneurship and present practical examples of businesses and funding bodies. It will also introduce means and methods of assessment. While focusing mainly on the technology sector and product innovation, participants will also look at entrepreneurial activity and social enterprises.

3/6/2013-7/6/2013 Berne, switzerland

Working language:

WHAT? english

Number of places: 15 Minimum required: 6

Participants will learn about: historical shift in the notion of enterprise in Switzerland; cooperation projects between higher education establishments and businesses; technology transfer processes, instruments and methods; support, mentoring and training programmes and special incentives for young start-ups; new developments and Swiss innovations in the technology and product sectors; successful young Swiss companies and social enterprises.

HOW?
Keywords: entrepreneurship innovative approaches young people

Participants will: visit research institutes and companies; meet young entrepreneurs; meet mentors, advisors and training employers; engage in discussions with experts and political decision-makers; visit social enterprises.

WHOM?

organiser(s): seoaNe Cristina ch Foundation for federal co-operation Dornacherstrasse 28A Solothurn, 4501 Tel. +41- 32 346 18 84 Fax +41- 32 34618 02 Email: studyvisits@[Link] Website: [Link]/ studienbesuche DoV Claire ch Foundation for federal co-operation Dornacherstrasse 28A Solothurn, 4501 Tel. +41- 323 46 18 92 Fax +41- 32 346 18 02 Email: studyvisits@[Link] Website: [Link]/ studienbesuche

Directors of education and vocational training institutions, centres or providers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

WWW.
[Link]/studienbesuche

202 CEDEFOP STUDY VISITS

fosteRINg eNtRePReNeURshIP aND emPLoyaBILIty

Entrepreneurship and villages: employment and social ties in remote rural areas
Group No: 161 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Encourage cooperation between the worlds of education, training and work Unemployment, isolation, newcomers, competitiveness, aging population or inadequate social policies are now jeopardising European rural areas. In villages of the PrigordLimousin region, innovative entrepreneurial measures to improve personal and social wellbeing are becoming key elements to sustainability, providing support for effective and constructive participation in social and working life, in particular by generating selfemployment. Promoting entrepreneurship and maintaining strong links as village survival strategy is a challenge which the host organisation wishes to share experience and views.

4/6/2013-7/6/2013 Limoges, france

Working language:

WHAT? english

Number of places: 12 Minimum required: 4

Participants will learn about: how social networks where individuals connect through friendship, kinship, exchanges of services and goods become engines for local economy opportunities; policies, public/private initiatives and pedagogical tools to develop self-employment; result of research on entrepreneurship; how to tackle rural entrepreneurship in a European context and with individual and environmental approaches: considering the person as a whole and uniqueness of each socioeconomic environment.

Keywords: social and civic competences social inclusion sustainable development

HOW?

Participants will: talk to experts, decision-makers and researchers from public institutions, local authorities, local development agencies and training centres; participate in entrepreneurship training and exchanges on good practices; observe how rural inhabitants and newcomers cope with rural life through self-employment; discuss rural entrepreneurs success stories.

WHOM?

Company training managers, human resource managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, validation or accreditation centres, head teachers, teacher trainers, representatives of chambers of commerce/ industry/crafts, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s):

DUQUENNE Luc I2er - Institut Europen de lEntreprenariat Rural Maison des Initiatives Cendrieux, 24380 Tel. +33 553 03 73 62 Fax +33 553 04 48 96 Email: [Link]@[Link] Website: [Link]

Les enjeux sociaux, conomiques, environnementaux et alimentaires ont progressivement amen le thme de la pauvret des zones rurales au cur des dbats. En France, cette pauvret prend de multiples visages. Chmage, difficults pour les agriculteurs et artisans lutter contre le modle conomique et productiviste en vigueur, difficults dintgration pour les nouveaux arrivants, faibles revenus chez les retraits, isolement, politiques sociales inadquates. Lors de cette visite dtude, li2er propose dchanger autour de certaines mesures entrepreneuriales sociales et innovantes dveloppes au cur du PrigordLimousin et devenues lment cl pour la survie de ses communauts rurales.

WWW.
[Link]/ [Link] [Link]/idele/ [Link] [Link]/actualites-de-lacademie/detail/?tx_ttnews%5Btt_ news%5D=193&tx_ttnews%5BbackPid%5D=5&chash=15951273e29c60e17e55e51ed17ae632

CATALOGUE 2012/13 203

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Developing learners potential for the 21st century global economy

Group No: 162 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

4/3/2013-8/3/2013 Cardiff, Wales, United Kingdom

Working language:

Wales aspires to provide world-class education services to develop young people for the challenges of the 21st century global economy. The Welsh government, with the Association of Directors of Education in Wales (ADEW) and key partners aim to raise standards for all learners in Welsh schools. Wales government with ADEW aims to build a culture of challenge, intervention and support, contributing to expected outcomes of raising standards for all pupils in Wales. ADEW, the professional group of local authority officers has a track record in advising the Welsh government on strategic development and delivery of education in schools in Wales. Consequently, ADEW as host organisation is able to draw upon Wales-wide examples of effective practice in schools, school improvement teams and local education authorities.

english

WHAT?

Number of places: 16 Minimum required: 8

Participants will learn about: the school effectiveness framework (SEF) and system leadership; strategies and approaches to improve literacy and numeracy levels across Wales; development of education consortia working across the four regions in Wales to support implementation of Welsh education policy; quality assurance processes to improve standards for learners in Wales.

Keywords: disadvantaged groups key competences quality assurance

HOW?

Participants will: visit primary and secondary schools; meet learners, education professionals and school leadership teams, Estyn education inspectorate and systems leaders who have developed government policy and the SEF; take part in a conference on quality assurance including workshops with leading education researchers, Wales Local Government Association, schools standards unit staff, Estyn (Inspectorate for education and training) and Welsh Assembly Government officials and policy-makers to discuss how policy is developed, implemented and monitored.

WHOM?

organiser(s): PRUsKI sharon Neath Port Talbot CBC Baglan Education & Training Centre, Elmwood Road Port Talbot, Wales SA12 8TF Tel. +44- 16 39 76 39 87 Email: [Link]@[Link] Website: [Link] NaPIeRaLLa Karl Neath Port Talbot CBC Port Talbot Civic Centre Port Talbot, SA13 1PJ Tel. +441639 76 33 93 Fax +441639 76 37 88 Email: [Link]@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

WWW.
[Link]/[Link] [Link] [Link]/english/adew/ [Link]/sef/[Link] [Link] [Link]

204 CEDEFOP STUDY VISITS

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Assessment in primary, secondary and higher education

Group No: 163 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

11/3/2013-15/3/2013 Corfu, greece

Working language:

Assessment has always been a delicate and controversial issue and has undergone remarkable changes over the years in the Greek educational system. There are different approaches to primary, secondary and higher education. Secondary schools especially use strict exams for candidates to enter university. It would be of great interest and value to compare different systems in other European countries. We would like to present the portfolio, school/institution self-assessment and evaluation methods of school advisors and managers of education and analyse them with specific examples.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: types of tests Greek students take in various subjects; objectives of testing, assessment techniques and frequency of test administration; exchange information on the different testing systems in European countries; discuss efficiency of the system and the role of teachers in supporting learners; portfolio assessment, self-assessment in schools and the university testing framework; evaluation criteria of school advisors and managers of education.

Keywords: quality assurance student assessment teachers and trainers qualifications

HOW?

Participants will: visit schools of primary, secondary and higher education and review test samples; join colleagues teaching the same subject to discuss assessment techniques; talk to education specialists and school advisors involved in certification through testing; have the opportunity to present their own teaching reality; experience how the portfolio and self-assessment framework are implemented in schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): PaNagIaRI maria IKY 1 Makri St. & Dion. Areopagitou Athens, 11742 Tel. +30- 2103726398 Fax +30- 2103221263 Email: studyvisits@[Link] mpanagiari@[Link] Website: [Link]

, . , , , , , portfolio . , .

WWW.
[Link] [Link]/[Link] [Link] [Link] [Link] [Link] [Link] [Link]/content/[Link]?esson_id=5&ep=72&c_id=1349

CATALOGUE 2012/13 205

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Linking activities - Strategies for quality development in general education

Group No: 164 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/4/2013-26/4/2013 stuttgart, germany

Working language:

Different forms of quality assurance, such as internal and external evaluation, standards for education and standardised comparative tests have been implanted in schools. It is essential for development of schools quality that varying procedures are adjusted and linked intelligently. The State Institute for Educational Development in Stuttgart is the authority responsible for quality development in schools and curriculum work in the state of Baden-Wuerttemberg. The institute designs instruments for quality assurance and supports schools in realising activities. We would like to exchange experiences with representatives from other countries and build up a network for further cooperation.

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: evaluation (school or institution) quality assurance

Participants will learn about: different procedures of school development; how internal and external evaluation helps schools to optimise their work and how the State Institute supports them; how central comparative tests can be used for instruction development; how external evaluation can be helpful for quality development; how to establish regional educational networks and partnerships; how quality of instruction and school can be supported by linking evaluation and comparative tests.

HOW?

Participants will: see examples of linking different activities of school development; observe activities of school and instruction development in situ; visit institutions of general education.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BLaNK stephan Landesinstitut fr Schulentwicklung (State Institute for School Development) Heilbronner Strasse 172 Stuttgart, 70197 Tel. +49-711 664 21 301 Fax +49-711 664 22 099 Email: [Link]@[Link] Website: [Link]

An baden-wrttembergischen Schulen wurden verschiedene Manahmen zur Qualittssicherung eingefhrt, etwa Selbst- und Fremdevaluation, Bildungsstandards sowie Vergleichsarbeiten. Von entscheidender Bedeutung fr die schulische Qualittsentwicklung sind die sinnvolle Verknpfung und die Abstimmung dieser verschiedenen Aktivitten. Als zentrale Einrichtung fr die Qualittsentwicklung, fr die Bildungsplanarbeit und fr innovative Projekte im Bereich Unterricht in Baden-Wrttemberg konzipiert das Landesinstitut fr Schulentwicklung Instrumente der Qualittssicherung und untersttzt Schulen bei der Umsetzung von Manahmen.

WWW.
[Link]/en/learning/[Link] [Link]/information-in-english/[Link] [Link]

206 CEDEFOP STUDY VISITS

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

School evaluation as a path towards its development

Group No: 165 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/4/2013-26/4/2013 Rzeszow, Poland

Working language:

Our institution is a regional State government administration unit. Its main task is pedagogical supervision over educational activity of all types of schools. Recently many changes have taken place. We have introduced new solutions for supervision in a good quality system project to raise the quality of schools work. We will acquaint participants with the Polish system of supervision that embraces support, evaluation and control and implemented tools and platform for external evaluation. We want to exchange opinions on the competences necessary to exercise pedagogical supervision and education developments in the European Union.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: aims of superintendency of education in Poland; pedagogical supervision; organisation of support, control, internal and external evaluation of schools; methods and implementations of evaluation; innovative solutions in the Subcarpathian Voivodeship; competences of people exercising pedagogical supervision; school evaluation in participants countries.

Keywords: evaluation (school or institution) quality assurance

HOW?

Participants will: meet inspectors responsible for support, control and evaluation; meet headmasters and other actors in education; visit schools; take part in a conference, debates and presentations; discuss school evaluations in other countries.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): STASICKA Hanna Kuratorium Owiaty Grunwaldzka 15 Rzeszw, 35-959 Tel. +48-017 867 11 04 Fax +48-017 867 19 54 Email: h_stasicka@[Link] Website: [Link]

Kuratorium Owiaty sprawuje nadzr pedagogiczny nad szkoami. Celem jest podnoszenie efektw nauczania. W zwizku z reform nadzoru wdroylimy rozwizania organizacyjne, wprowadzilimy nowe narzdzia kontroli i ewaluacji zewntrznej. Zapoznamy goci z polskim systemem obejmujcym wspomaganie, ewaluacj i kontrol, podzielimy si wiedz i dowiadczeniem. Podejmiemy dyskusj o tym jakiego nadzoru potrzebuj europejskie szkoy dla podnoszenia jakoci pracy i wpywu ewaluacji na efekty ksztacenia. Podejmiemy temat kompetencji osb prowadzcych nadzr jak rwnie kierunkw rozwoju owiaty w UE. Liczymy, e wizyta bdzie cennym dowiadczeniem, poszerzy profesjonaln wiedz uczestnikw.

WWW.
[Link] [Link]

CATALOGUE 2012/13 207

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Quality in-service teacher training

Group No: 166 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

The aim of this Visit is to show actions and measures established by the Council of Education, Training and Employment in the region of Murcia in terms of quality in education and teacher training. We are working on quality certification in our teacher training centres and have obtained the ISO 9001 certificate of quality since 2008.

22/4/2013-26/4/2013 murcia, spain

Working language:

WHAT?

english

Participants will learn about: different aspects of the Spanish educational system and teacher training network, as the main goal of the visit will be quality; implementation of quality resources in teacher training centres.

HOW?

Number of places: 12 Minimum required: 6

Participants will: visit the council of education teacher training service; visit two teacher training centres as examples of good practice; visit three educational centres: primary school, secondary school and vocational training centre.

Keywords: quality assurance teachers and trainers competences teachers and trainers qualifications

WHOM?

Head teachers, teacher trainers, heads of departments.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Durante la Visita de Estudio se explicar el sistema de formacin permanente del profesorado que la Consejera de Educacin, Formacin y Empleo desarrolla en la Regin de Murcia. Se abordar de manera especial: el estudio de la red de formacin del profesorado, el proceso de calidad de los Centros de Profesores y Recursos por el cual han conseguido el certificado ISO 9001. Se realizarn visitas al Servicio de Formacin del Profesorado, a los Centros de Profesores y Recursos de Murcia y Cartagena y a centros de Primaria, Secundaria (FQM) y Formacin Profesional (ISO 9000), facilitando el intercambio de experiencias entre los asistentes.

organiser(s): IgLesIas CaRBoNeLL m Luisa Consejera de Educacin, Formacin y Empleo Gran Va Escultor Salzillo, n 32. 4 planta Murcia, 30005 Tel. +34- 968 36 22 61 Fax +34- 968 36 53 62 Email: [Link]@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]

208 CEDEFOP STUDY VISITS

qUaLIty assURaNCe meChaNIsms IN sChooLs aND tRaININg INstItUtIoNs

Adult education: validation of former learning and assessing progress and achievement
Group No: 167 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/4/2013-26/4/2013 oslo, Norway

Working language:

Many adults have not finished secondary or upper secondary education and are former dropouts. They may need vocational rehabilitation, more education in special programmes, etc. Also, over past years, Norway has received many new immigrants. Assessment for learning helps adults to succeed in education. The authorities in Oslo offer a wide range of education of different types and at different levels for adults. Oslo VO Sinsen provides lower and higher upper secondary education and a wide range of vocational education certificate courses.

WHAT?

english

Number of places: 14 Minimum required: 6

Participants will learn about: adult education in Oslo and Norway; approaches to testing adults; validation of formal, non-formal and informal learning; implementation of flexible learning pathways and assessment for learning; using libraries/open learning areas and senior tutors in the learning process.

HOW?
Keywords: adult learning migrants and minorities validation of non-formal and informal learning

Participants will: visit adult education units offering basic learning in Norwegian for immigrants; visit an adult education centre for formal vocational education; visit an adult education centre for formal education preparing for university; meet teachers, assessors and students who have gone through a validation process; observe assessment for learning; discuss and share best practice.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers.

organiser(s): haUgLaND Bjrg Oslo voksenopplring - Sinsen Lrenveien 11 Oslo, 0512 Tel. +47- 23 46 67 00 Fax +47- 23 46 67 01 Email: [Link]@[Link]. [Link] Website: [Link]

WWW.
[Link] [Link]

CATALOGUE 2012/13 209

foRmatIoN INItIaLe, ReCRUtemeNt et VaLUatIoN Des eNseIgNaNts et foRmateURs

Professeurs et formateurs: tudes des systmes europens de slection, formation et valuation

Numro de groupe: 168 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe:

Soutenir la formation initiale et continue des enseignants, des formateurs et des chefs dtablissements denseignement et de formation

POURQUOI?

11/3/2013-15/3/2013 Zaragoza, espagne

Langue de travail:

franais

Nombre de places: 15 Minimum requis: 8

Les diffrents systmes ducatifs europens ont tendance se rapprocher. Les tapes de la formation des tudiants et les diffrents dispositifs tels que Erasmus, Europass et autres indiquent que les domaines de formation deviennent plus troits tandis que les liens entre les diffrents systmes se resserrent. Afin de faciliter les changes entre professionnels de lducation et de la formation professionnelle au niveau europen, il nous semble important danalyser les critres daccs aux formations universitaires de type Master dducation et les systmes de formation et dvaluation des enseignants et autres professionnels de lducation. En Espagne, un dbat est ouvert sur le changement des critres daccs des tudiants au Master dducation. Saragosse, capitale de lAragon, est le sige administratif des autorits ducatives. LInspection de lducation, qui organise et accueille cette visite, est responsable de la coordination et de la supervision du processus de slection des tudiants en vue du Master dducation.

QUOI?

Mots cls: comptences des enseignants et formateurs qualification des enseignants et formateurs statut des enseignants et formateurs

Le participant dcouvrira: le systme ducatif espagnol et le cadre lgal relatif aux enseignants et autres professionnels de lenseignement; les critres de slection pour laccs au Master denseignement; la formation initiale et continue et le systme dvaluation des enseignants et autres professionnels de lenseignement; la ralit de lemploi.

COMMENT?

Le participant: visitera des tablissements scolaires et des centres de formation des enseignants; rencontrera des experts du Master dducation, des inspecteurs et enseignants membres du jury des concours et des responsables dpartementaux et rgionaux de lducation aragonaise; participera une runion avec des reprsentants de lassociation nationale des inspecteurs et une reprsentation syndicale denseignants; prsentera la situation en vigueur dans son pays.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels.

BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL:

organisateur(s): saLam saLame Juan Servicio Provincial de Educacin, Universidad, Cultura y deporte Inspeccin de Educacin Juan Pablo II, 20 Zaragoza, 50071 Tel. 0034 976 71 64 10 Fax 0034 976 71 64 11 Email: jsalame@[Link] Website: [Link]

Pretendemos analizar los diferentes sistemas de formacin, seleccin y evaluacin de los docentes y de otros profesionales que actan en los centros educativos. Para ello, presentaremos el sistema educativo espaol y seguiremos todo el itinerario de formacin de los docentes y otros profesionales. De la comparacin analtica de nuestros diversos sistemas, intentaremos encontrar los puntos comunes que deberan facilitar los intercambios entre nuestro profesorado en el marco europeo.

WWW.
[Link] [Link] [Link]

210 CEDEFOP STUDY VISITS

teaCheRs aND tRaINeRs INItIaL tRaININg, ReCRUItmeNt aND eVaLUatIoN

The teaching profession, teacher education and basic education

Group No: 169 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

18/3/2013-22/3/2013 Joensuu, finland

Working language:

english

The aim of the visit is to give participants a general view of Finnish teacher education for general education, practice teaching and teacher training schools. It will include an introduction to the Finnish education system and special features including its success in the programme for international student assessment, PISA. Participants will become familiar with the teacher training curriculum and main aims of teacher training and the ways in which these are realised. They will also learn about the principles and practices of teaching guidance. The host institution, University of Eastern Finland, Joensuu campus has a strong orientation to teacher training. In the Finnish teacher training system, university teacher training schools play pivotal role in teaching practice. The university teacher training school is situated in the campus area.

WHAT?

Number of places: 15 Minimum required: 8

Keywords: school environment teachers and trainers competences teachers and trainers qualifications

Participants will learn about: Finnish teacher education, teaching practice, teaching qualifications; Finnish teacher trainings schools and their role in teacher education; the strengths of Finnish education; the Finnish educational system and its special features; the reasons for Finlands successful performance in PISA.

HOW?

Participants will: visit Joensuu university teacher training school and its campus; visit one or two other schools; meet local teachers and teacher trainers as well as teacher students and representatives of the faculty of education; meet school pupils and students of different age groups and class levels; observe teaching and discuss with teachers and student teachers.

WHOM?

Educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): soKKa-meaNey eija Liisa University Teacher Training School University of Eastern Finland Joensuu Campus [Link] 111 Joensuu, 80101 Tel. +358- 132 51 22 34 Fax +358- 132513322 Email: [Link]-meaney@[Link] Website: [Link]

Tavoitteena on luoda yleiskuva suomalaisesta yleissivistvn koulun opettajankoulutuksesta, opetusharjoittelusta sek harjoitteluista. Samalla esitelln suomalaista koulutusjrjestelm ja sen erityispiirteit sek keskustellaan Suomen hyvn menestymisen taustoista PISAarvioinneissa. Osallistujille esitelln suomalaisen opettajankoulutuksen opetussuunnitelmien yleispiirteit sek opetusharjoittelusuunnitelmien keskeiset tavoitteet ja toteuttamismuodot. Tutustutaan opetusharjoittelun ohjauksen periaatteisiin sek keskeisiin ohjauskytnteisiin. Osallistujat tapaavat paikallisia opettajankouluttajia, harjoittelukoulun opettajia ja muita opettajia. Ohjelmaan liittyy opetuksen ja opetusharjoittelun seuraamista ja keskustelua opettajaopiskelijoiden kanssa harjoittelukoulussa.

WWW.
[Link] [Link]

CATALOGUE 2012/13 211

teaCheRs aND tRaINeRs INItIaL tRaININg, ReCRUItmeNt aND eVaLUatIoN

Devising and managing a training programme for teachers

Group No: 170 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

18/3/2013-22/3/2013 Poitiers, france

Working language:

One of the missions of the Ministry of Education is to cater for quality and efficiency of teacher training. This lies at the heart of current reform of teachers training in France. ESEN the National College for Education Management devises and implements initial and continuing training courses for the French Ministry of Educations administrative and educational executive staff. It is also a national reference centre for digital resources and its role includes fostering use of ICT in education. We will present our activities and products and current reform of teacher training. We will exchange experience on designing, implementing and assessing teacher training programmes.

english

WHAT?

Number of places: 15 Minimum required: 7

Keywords: curriculum teachers and trainers competences teachers and trainers qualifications

Participants will learn about: how the teacher training programme (initial and continuous training, assessment, appointment to a permanent post, retraining) is devised and managed; how teachers themselves feel about this programme; how teacher training programmes are devised and managed in participants countries and what results are obtained; possibly having several points of view (the user, school authorities, economic leaders).

HOW?

Participants will: attend conferences by executives of the Ministry of Education; work in groups to analyse, reflect, compare and share ideas; exchange experience with ESENS students (administration and pedagogical managerial staff in continuing training) wishing to engage in European partnerships; meet teachers, training managers and directors of adult education centres; reflect on new prospects shared by participants.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, human resource managers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Oprateur du Ministre, lEcole Suprieure de lEducation Nationale, situe sur le ple de formation du site du Futuroscope, souhaite encourager des changes et des confrontations de points de vue sur la conception et le pilotage du programme de formation des enseignants entre cadres franais en formation et cadres europens. Le participant la visite dtude dcouvrira le systme de formation franais et la rforme en cours et lorganisation de la formation dans les diffrents pays europens participant la visite. Lemploi du temps sera partag entre prsentations des diffrents programmes de formation, groupes danalyse et de rflexion et rencontres de cadres et denseignants.

WWW.
[Link] [Link] [Link] [Link]

212 CEDEFOP STUDY VISITS

teaCheRs aND tRaINeRs INItIaL tRaININg, ReCRUItmeNt aND eVaLUatIoN

Supporting a starting-out teacher

Group No: 171 Round 2 Type of visit: general education

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

15/4/2013-19/4/2013 szombathely, hungary

Working language:

Common research projects are in progress to improve the effectiveness of education in Hungary. In accordance with European trends, development of teachers competences in teacher training is key in reform of the Hungarian educational system. The University of West Hungary was the first to develop a system which connects initial teacher education to teachers continuous professional development. The system operates in close cooperation with the Teacher Education Institute and other partner schools, under guidance of the Regional Pedagogical Service and Research Centre. We believe it can be interesting in a wider European context, so we would like to get acquainted with results achieved in participants countries.

english

WHAT?

Number of places: 15 Minimum required: 5

Keywords: teachers and trainers competences teachers and trainers qualifications

Participants will learn about: initial teacher training; the induction system at the University of West Hungary; effective pedagogical practice; teachers roles and competences; conflict management practices; reflective thinking in pedagogy; importance of continuous professional development.

HOW?

Participants will: attend teacher training lectures and seminars at the University of West Hungary; meet future and practising teachers; visit primary and secondary schools and observe teachers work in the classroom; observe a discussion session between co-trainer and trainee.

WHOM?

organiser(s): N. tth gnes University of West Hungary Department of Education 4. Krolyi Gspr square Szombathely, 9700 Tel. +36-30 959 45 72 Fax +36-94 504-404 Email: tagnes@[Link] Website: [Link]/index. php/458/?&L=4 V. sZaLaI Zsuzsanna University of West Hungary Department of Education 4. Krolyi Gspr square Szombathely, 9700 Tel. +36-30 600 38 60 Fax +36-94 504-496 Email: [Link]@[Link] Website: [Link]/index. php/458/?&L=4

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

A tanulmnyt clja, hogy bemutassa a Nyugat-magyarorszgi Egyetem pedagguskpzsi, s tovbbkpzsi gyakorlatt. A rsztvevk megismerkednek a tanri kompetencik fejlesztsvel a hallgatk s a kezd tanrok krben, szeminriumokon s eladsokon kapnak kpet a helyi gyakorlatrl, megltogatjk az egyetem klnbz intzeteit. Lehetsgk lesz arra, hogy tanrkon vegyenek rszt ltalnos s kzpiskolkban, valamint az egyetem gyakorl iskoljban, de bepillantst nyerhetnek a mentortanr s hallgat kzs munkjba is. A rsztvevk termszetesen lehetsget kapnak a tapasztalatok megvitatsra s arra, hogy bemutassk a tmban intzmnyi, vagy nemzeti szinten elrt eredmnyeiket.

WWW.
[Link]/[Link]/458/?&L=4

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Teachers training for improving learners literacy and numeracy

Group No: 172 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

12/3/2013-15/3/2013 Dublin, Ireland

Working language:

In July 2011, the national strategy, Literacy and numeracy for learning and life 2011-20, was launched by the Department of Education and Skills. It aims to improve literacy and numeracy standards among children and young people in the education system. Teachers and trainers initial and continuous professional development (CPD) play a key role in this strategy as teachers and trainers provide high quality education and training. Their CPD cultivates development of competences to promote quality learning and caters for the priority of literacy and numeracy. This visit is hosted by Largas, the national agency for managing the lifelong learning programme in Ireland.

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: key competences quality assurance teachers and trainers competences

Participants will learn about: the national strategy, Literacy and numeracy for learning and life 2011-20; initial teacher education; development, implementation, assessment and evaluation of CPD courses in literacy and numeracy for those in formal education and those involved in lifelong learning; innovative programmes developed for teachers and trainers and their impact on students and learners.

HOW?

Participants will: discuss the topic with policy-makers and education specialists; visit education and training providers; meet learners, trainers and training providers.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

organiser(s): DaRCy Ivanna Largas 189 Parnell Street Dublin, 1 Tel. +353-1 887 12 58 Fax +353-1 873 13 16 Email: idarcy@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]

214 CEDEFOP STUDY VISITS

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Teaching entrepreneurship: training and support

Group No: 173 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

26/3/2013-29/3/2013 Brussels, Belgium

Working language:

Qualified teachers and trainers with an entrepreneurial mindset and the right competences are needed to promote entrepreneurship in schools. For many years, DBO, an agency of the Flemish Department of Education and Training, offers teachers and trainers the possibility to develop their entrepreneurial competences by organising workshops, training sessions, information markets, study visits and even practical training in cooperation with enterprises, financial institutions and employers organisations. DBO also supports teachers by offering free teaching and course material, e-learning material and by organising school competitions.

WHAT?

english

Number of places: 14 Minimum required: 5

Participants will learn about: bridge projects between schools and enterprises; ready-to-use tools, teaching material, methods and games; examples of school competitions; e-support for teachers; results of the Proleron project (teachers professionalisation on entrepreneurship); cooperation with VLEW (teachers organisation), enterprises, employers organisations, financial institutes.

Keywords: entrepreneurship key competences teachers and trainers competences

HOW?

Participants will: meet teachers and trainers and visit secondary schools; attend presentations of good practices; observe the use of e-support platforms for teachers; take part in an entrepreneurial quest in the centre of Brussels; learn more about international projects; have the opportunity to look into detailed business plans submitted for school competitions.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): sChRam Paul Departement Onderwijs en Vorming Dienst Beroepsopleiding Koning Albert II-laan 15 Brussels, 1210 Tel. +32-2 553 88 96 Fax +32-2 553 88 45 Email: [Link]@[Link]. be Website: [Link]/dbo

Wil je ondernemerschap en het zelfstandig beroep als mogelijke beroepskeuze op school promoten en stimuleren, dan heb je leraren nodig die over ondernemerschapscompetenties beschikken. DBO bouwde heel wat ervaring op in het organiseren van workshops, studiedagen, infosessies en stages voor leraren rond de verschillende aspecten van ondernemen. Dit gebeurt in nauwe samenwerking met werkgeversorganisaties, financile instellingen, bedrijven en federaties. DBO ondersteunt ook leraren door het gratis ter beschikking stellen van tools, les- en cursusmateriaal, e-learningtoepassingen en wedstrijdformules. Via dit bezoek willen we onze ervaringen en goede praktijkvoorbeelden op dit vlak delen. Bovendien willen we de eindresultaten en bevindingen van het succesvolle EU-project Proleron tonen.

WWW.
[Link] [Link] [Link] [Link]/dbo [Link]

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Professional profile of teachers today

Group No: 174 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

8/4/2013-12/4/2013 malaga, spain

Working language:

It is necessary for education to keep up to date with the fast changes society is experiencing. We consider permanent training of teachers to make them capable of meeting our future citizens education needs extremely important. The Teachers Training Centre in Mlaga is a good example stet how official organisations deal with all the changes in contemporary Europe. Mlaga is a place where teachers are trained in specific issues such as interculturality, bilingualism, equal opportunities, new technologies, environment, innovation projects, workshops, etc.

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: how teacher training centres are organised in Andaluca and their main objectives; organisation of training activities and how we provide teachers with information and materials; benefits that schools acquire when developing projects or plans; how European programmes are integrated in to different projects, such as e-twinning, Comenius, etc; our educational system and differences and similarities of training in participants countries.

Keywords: status of teachers and trainers teachers and trainers competences

HOW?

Participants will: visit Centro del profesorado de Mlaga and different schools according to their interests (preprimary, primary, secondary, arts, vocational training studies, languages and music schools); meet head teachers, heads of studies and different members of the educational community; participate in workshops to exchange experiences of teacher training; observe our educational network.

WHOM?

organiser(s): RUIZ maria Dolores Centro del Profesorado de Mlaga (Inservice Teacher Training Centre) c/No, 3 Malaga, 29007 Tel. 0034 951 92 42 07 Fax 0034 95 23 32 40 92 Email: marilo@[Link] Website: [Link] saeNZ Juana maria Centro del Profesorado de Mlaga (Inservice Teacher Training Centre) c/No, 3 Malaga, 29007 Tel. 0034 951 92 42 09 Fax 0034 952 33 40 92 Email: jmsaenz@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Durante la visita se mostrar cmo se realiza la formacin del profesorado en el Centro del Profesorado de Mlaga desde donde se proceder a: Explicar las lneas prioritarias de la Consejera de Educacin. Exponer los planes y proyectos educativos: Plurilingismo, Interculturalidad, Planes de Autoevaluacin y Mejora, etc. Mostrar las distintas vas de formacin que ofrece el Centro del Profesorado para desarrollar esos planes y proyectos. Crear debates sobre las distintas vas de formacin en los sistemas educativos de los pases representados. Establecer lazos de comunicacin para realizar un proyecto de colaboracin entre distintas instituciones europeas.

WWW.
[Link]/ [Link]/

216 CEDEFOP STUDY VISITS

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

How to help disadvantaged students achieve success at school

Group No: 175 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/4/2013-25/4/2013 gdansk, Poland

Working language:

The host institution is an in-service teacher training centre. The visit intends to improve teacher competences for educating students with special needs. Nowadays teachers face many new challenges, identifying different types of disabilities at schools. We want to face this challenge by taking advantage of the latest achievements in special pedagogy by sharing experiences and exchanging best practice with educators from different countries. Our methodological advisors have valuable experience in working with disadvantaged students. Participants will learn about innovative and successful practices and policies, as well as to be able to present their own experience. We will pay special attention to use of ICT for students requiring an individual approach.

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: common challenges in dealing with problems of disadvantaged students; new innovative methods and tools for special needs students education; new approaches, methodologies and other countries achievements in special needs education.

Keywords: digital competence special needs teachers and trainers competences

HOW?

Participants will: visit schools and observe lectures and workshops in a classroom and individual or group therapeutic sessions; meet teachers and exchange views and experiences; talk to teacher trainers and teachersadvisers; attend training sessions for teachers about working with pupils with special needs.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): NADRATOWSKA-PTAK Joanna The Centre of Continuing Education / Teachers Continuing Education Institution ul. Augustyskiego 1 Gdask, 80-819 Tel. +48 583 01 29 00 Fax +48 583 05 27 29 Email: okun@[Link] Website: [Link]

OKUN organizujc rnorodne formy szkoleniowe wychodzi naprzeciw potrzebom nauczycieli. Staramy si sprosta wymaganiom przed jakimi stoi wspczesna szkoa. Obecnie w szkole szczeglne znaczenie ma umiejtno pracy z uczniami o specjalnych potrzebach edukacyjnych oraz zorganizowanie systemu nauczania, ktry bdzie uwzgldnia ich indywidualne potrzeby. Celem wizyty studyjnej jest stworzenie moliwoci poznania innowacyjnych metod pracy z uczniami z grup defaworyzowanych oraz wymiany informacji i dowiadcze zwizanych z t tematyk. Program wizyty przewiduje sesje szkoleniowe, wizyty w szkoach i obserwacj zaj oraz spotkania z kadr. Ponadto proponujemy ciekawy program kulturalny.

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[Link] [Link] [Link] [Link]/

CATALOGUE 2012/13 217

teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Recruiting, developing and qualifying school management

Group No: 176 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

22/4/2013-26/4/2013 Bremen, germany

Working language:

To improve performance of schools, schools are given more autonomy by government authorities to enable them to recognise and make use of development potential. Growing autonomy of schools leads to changing tasks, functions and structures and presents a new challenge for management of schools. The age structure in many schools can cause problems in recruitment of qualified personnel for school management. This visit wants to explore strategies and develop solutions to qualify personnel in school management to meet future challenges.

WHAT?

english

Number of places: 15 Minimum required: 7

Participants will learn about: measures for personnel development in Bremens schools; defining new requirements for school managers and developing a specific job profile; how to identify and promote future school managers; determining strategies and requirements for sustainable personnel development; benefiting from the experience of other sectors of the economy in personnel development.

HOW?
Keywords: autonomy (school or institution) leadership and management quality assurance

Participants will: visit schools and discuss individual measures of personnel development with the head of school / heads of departments; visit relevant institutions such as chamber of commerce, companies, teacher training centre, University of Bremen.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, human resource managers, pedagogical or guidance advisers.

organiser(s): faBIsCh Werner Schulzentrum an der Grenzstrasse, Bremen Grenzstr. 90 Bremen, 28217 Tel. 0049 42 13 61 56 35 Fax 0049 421 36 15 96 40 Email: [Link]@ [Link] Website: [Link] RUNge manfred Schulzentrum an der Grenzstrasse, Bremen Grenzstr. 90 28217, Bremen Tel. 0049 42 13 61 56 35 Fax 0049 421 36 15 96 40 Email: [Link]@ [Link] Website: [Link]

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Neue Anforderungen verndern die Rolle von Fhrungskrften in Schulen. Neue Fhrungsfhigkeiten und kompetenzen mssen erworben werden. Gerade die Leistungsfhigkeit der mittleren Fhrungsebene ist ein entschedender, leider oft vernachlssigter Aspekt erfolgreicher Arbeit in Schulen. Daneben fhrt die zunehmende Eigenverantwortlichkeit von Schulen zu einer deutlichen Erweiterung und inhaltlichen Vernderung des Aufgabenfeldes von Schulleitung und damit der erforderlichen Qualifikationen und Kompetenzen. Zu klren ist daher, welches Anforderungsprofil an Fhrungskrfte in Schulen heute besteht, mit welchen Manahmen geeignete Fhrungskrfte gewonnen werden knnen und wie die Frderung und Qualifizierung schulischer Fhrungskrfte gestaltet werden kann.

WWW.
[Link] [Link] [Link]

218 CEDEFOP STUDY VISITS

BeRUfLIChe WeIteReNtWICKLUNg VoN LehRKRfteN UND aUsBILDeRN UND KaRRIeRemgLIChKeIteN

Verbesserung der allgemeinen und beruflichen Lehrerausbildung und deren Wahrnehmung von aussen
Gruppennummer: 177 antragsrunde 2 Art des Besuches: gemischt

themeNBeReIChe:

Untersttzung der Erstausbildung und Weiterbildung von Lehrkrften, Ausbildern und Leitern von Einrichtungen der allgemeinen und beruflichen Bildung

WARUM?

6/5/2013-10/5/2013 szczecinek, Poland

Arbeitssprache:

Deutsch

Wir mchten die Lern- und Ausbildungsqualitt der Lehrerausbildung mit Hilfe moderner Lerntechniken und neuer Technologien vorstellen und zeigen, wie sie die Berufswahl von Schulabsolventen beinflusst. Lehrkrfte mssen sich Herausforderungen stellen knnen, die mit der wachsenden Autonomie der allgemeinen und beruflichen Bildung der Lernenden einhergehen. Modernes Schulmanagement und enge Zusammenarbeit von Fhrungskrften im Bildungswesen ermglichen die Durchsetzung hoher Qualittsstandards - in ganz Europa. Wir wollen zeigen, dass man Herausforderungen im Bereich der Ausbildung von Lehrern und Ausbildern nur lsen kann, wenn man sie in einen europischen Kontext stellt. Wir mchten diesen Kontext in Bezug auf eine mgliche Berufswahl aufzeigen, Vergleiche anstellen und den Stellenwert neuer Technologien errtern.

WAS?

Anzahl der Teilnehmerpltze: 15 Erforderliche Mindestanzahl: 5

Schlsselwrter: allgemeines und berufliches Bildungsniveau Kompetenzen von Lehrkrften und ausbildern qualifikationen von Lehrkrften und ausbildern

Die Teilnehmer werden Folgendes lernen: wie die Qualitt und Effektivitt der Lern- und Ausbildungssysteme als wichtiges Element bei der Berufswahl von Schulabsolventen verbessert werden kann; wie neue Lernmethoden und Techniken ausgearbeitet werden und auf jeder Schulstufe bei der Berufswahl von Schulabsolventen in unserer Region eingesetzt werden; wie neue Qualifikationen und Lehrkompetenzen der Lehrkrfte entwickelt werden; wie wir Berufe im Bereich der Lehre und des lebenslangen Lernens attraktiver gestalten; was wir tun, um die Qualifikationen, Kompetenzen und die Mobilitt der Lehrkrfte und Ausbilder anzuheben. Die Teilnehmer werden: Praxisbeispiele kennenlernen und analysieren, die die Qualitt und Effektivitt der Lern- und Ausbildungssysteme bei der Berufswahl von Schulabsolventen verbessern; neue polnische Lerntechniken und Lernmethoden fr einzelne Schulsysteme in Theorie und Praxis als EU-Systeme kennenlernen; durch Besuche, geplante Konferenzen usw. einen Vergleich mit anderen europischen Schulsystemen anstellen.

WIE?

WER?

organisator(en): sKoCZyLas Piotr Gimnazjum Nr 1 im. Zjednoczonej Europy ul. Armii Krajowej 29 Szczecinek, PL78400 Tel. +48- 943747908 Fax +48- 943743505 Email: euroskok@[Link] Website: www.gim1_szczecinek.[Link] PaWeLsKI Leszek Polnische Kreativleherrvereinigung Koobrzeska 4B/5 Szczecinek, 78 - 400 Tel. 0048 663 06 37 42 Email: euroskok@[Link] Website: [Link]

Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Bildungs- und Berufsbildungsinspektoren, Schulleiter, Lehreraus- und -fortbildner, Bildungs- oder Berufsberater, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von Bildungsdienstleistern, Arbeitsmtern/-agenturen oder Beratungszentren.

KURZe BesChReIBUNg Des BesUChes IN DeR sPRaChe Des gastgeBeNDeN LaNDes:

Przedstawimy funkcjonowanie placwek owiatowych , organizacji samorzdowych oraz orodki ksztacenia nauczycieli ksztaccych na poszczeglnych szczeblach edukacji. akcentujc jako nauczania dajcych nowe umiejtnoci i kompetencje przydatne w regionie oraz EU Ukaemy sposb zarzdzania i finansowania szkolnictwa publicznego , spoecznego i prywatnego oraz szkolenie podnoszce kwalifikacje nauczycieli Ukaemy konieczno podnoszenia jakoci pracy w szkoach , ich promowania w regionie z celu zwikszanie atrakcyjnoci nauczania i szkolenia ukazujc nowoczesne formy i techniki nauczania pozwalajce na ustawiczny rozwj modziey i nauczycieli.

WWW.
[Link] [Link] [Link] [Link]

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teaCheRs aND tRaINeRs CoNtINUINg PRofessIoNaL DeVeLoPmeNt aND CaReeR oPPoRtUNItIes

Manufacturing

New skills for old jobs: recycling and upcycling training for the fashion industry
Group No: 178 Round 2 Type of visit: Vet

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

15/5/2013-17/5/2013 Lisbon, Portugal

Working language:

Textile and clothing industry is of great importance for economic development of our country. However, fashion is a very demanding sector, with a need for constant updating of methods, techniques and knowledge. Facing these demands, specialised training centres need to be attentive to market needs. As a training centre dedicated to the fashion industry, Modetexs ultimate challenge is constanting to upgrade trainers know-how. As knowledge delivery is a dynamic issue, constant update of methodologies and teaching techniques becomes a priority and new skills for old traditional jobs in fashion have to be developed.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: national changes in vocational education and training in the textile and clothing industry; trainers recycling: vocational training teaching methods and pedagogical concerns; trainers upcycling: new solutions and competences to deliver knowledge of traditional techniques.

HOW?

Keywords: status of teachers and trainers teachers and trainers competences teachers and trainers qualifications

Participants will: visit vocational teaching classes in technical areas; meet national experts and representatives from textile and clothing associations and institutions providing teacher training; meet trainers and education managers from training organisations.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, head teachers, teacher trainers, heads of departments, owners/managers of SMEs, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): NEVES Ana Cristina MODATEX R. Professor Reinaldo dos Santos, Lote 1510 Lisboa, 1500-505 Tel. 00351217 71 31 00 Fax 00351217 71 31 20 Email: [Link]@[Link] Website: [Link]

O MODATEX, enquanto centro de abrangncia nacional, ambiciona ser o centro de formao de referncia para a criao de valor no cluster da Moda em Portugal. A experincia acumulada ao longo dos anos no relacionamento com as empresas revela-se como uma mais-valia que visa contribuir para a melhor coordenao estratgica e operacional da formao no sector, respondendo mais eficazmente s necessidades de qualificao, aperfeioamento e reconverso das pessoas e das organizaes, bem como, apoiar tecnicamente e de forma prxima todos os players do sector. Para atingir este objectivo, fundamental a constante actualizao dos seus recursos humanos, com especial ateno ao seu ncleo de formadores, e s suas competncias tcnicas e pedaggicas, fundamentais para assegurar a continuidade.

WWW.
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220 CEDEFOP STUDY VISITS

LeaDeRshIP aND maNagemeNt IN sChooLs aND tRaININg PRoVIDeRs

How to catch EU standards in education

Group No: 179 Round 2 Type of visit: mixed

CategoRy of themes:

Support initial and continuous training of teachers, trainers and education and training institutions managers

WHY?

24/6/2013-28/6/2013 ordu, turkey

Working language:

english

Ordu is situated in one of the most disadvantaged regions of Turkey according to standards set by the Turkish Ministry of National Education. The Provincial Directorate of National Education in Persembe is a public institution working under the Ministry of National Education and is responsible for management of all education and training activities in the region. We would like to show improvements in our schools for teachers, students, parents, principals and decision-makers following our involvement in LLP projects (Leonardo, Comenius, Grundtvig, Youth in action). Our directorate ensures that educational institutions in the region use these projects to improve quality of education and find solutions to ongoing problems. We would also like to learn how this system works in different EU countries and how key competences in formal and non-formal education are developed.

WHAT?

Number of places: 16 Minimum required: 5

Participants will learn about: positive effects of LLP partnership projects in Turkish schools; school development and management teams work on quality of education; cooperation with parents concerning basic educational values; examples of good practice from participants countries.

Keywords: lifelong learning programme parents involvement quality assurance

HOW?

Participants will: visit VET schools, general education schools and universities; meet head teachers, teachers and pupils, parents, local educational authorities, other staff; observe teachers in class; share experience and identify good practice.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Bu alma ziyareti ile eitimde kaliteyi Avrupa Birlii standartlarn nasl yakalarz sorusunun izini srerek, blgemizde bu konuyla ilgili rnek tekil edebilecek iyi uygulamalar paylaarak anahtar yeterlilikler, AB bireysel ve kurumsal hibe aralar (Comenius-Grundtvig-LeonardoYIA)ile eitimde yakalanan kalitenin ortaya konulmas ve paylalmas hedeflenmektedir.

organiser(s):

ARIK Bulent Ordu Persembe District Directorate of National Education Hkmet Binasi Kat:3 Perembe Ordu, 52750 Tel. 0090 45 25 17 00 72 Email: arik_bulent@[Link]; 192269@[Link]; Website: [Link]/

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INCReasINg LIteRaCy aND NUmeRaCy LeVeLs

Improving schools and education systems in a Norwegian region through cooperation

Group No: 180 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Sunnhordland is a region between Bergen and Stavanger which consists of many small municipalities. Facing the same educational challenges, six municipalities decided to cooperate on educational issues. The forum for Oppvekst i Sunnhordland (FOS) was established to help solve common challenges in the region. The idea is that cooperating at regional level leads to better results than each municipality working alone. The organisation provides both in-service training and further education for teachers and initiates measures to improve the quality of education. The visit will present the advantages of regional cooperation as well as show various methods used to solve pedagogical challenges in the region.

22/4/2013-26/4/2013 Leirvik, Norway

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: cooperation of municipalities to improve literacy and other basic skills at different levels of the education system; improving in-service training and further education of heads of schools, teachers and preschool personnel; our approach to individual assessment; methods and tools to support the above.

Keywords: key competences learning outcomes teachers and trainers competences

HOW?

Participants will: visit and observe different activities in a kindergarten, schools and a university college in three municipalities; meet representatives of local and regional authorities.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Under opphaldet i Sunnhordland blir det informasjon om det norske skulesystemet, besk i barnehage, grunnskule og vidaregande skule i tre av samarbeidskommunane. Siste dagen er det ogs besk p Hgskulen Stord/Haugesund for f orientering om lrarutdanning og frskulelrarutdanning. Deltakarane vil og f sj Sunnhordland og oppleva den vakre naturen. Kultur og kjennskap til lokale tradisjonar vil og st p kjreplanen under opphaldet.
organiser(s): eNeRstVeDt Jan Forum for oppvekst i Sunnhordland Sveiogata Sveio, 5550 Tel. +47- 53748091 Fax +47- 53748001 Email: [Link]@[Link]. no Website: [Link]

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The future of CLIL

Group No: 181 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In Italy, CLIL is becoming more and more important to the point where national school reform has made CLIL teaching compulsory in secondary high schools from 2013/14. Pavia has more than 10 years experience of CLIL teaching. A network of 11 high schools was founded four years ago to promote and foster CLIL teaching in our province. Training courses for teachers and educators, conferences, seminars and workshops were organised. Up to now 1000 students and more than 50 teachers have been involved in CLIL. ITIS Cardano and Rete CLIL della Provincia di Pavia are ready to share a wealth of ideas, materials and proposals with participants.

4/3/2013-8/3/2013 Pavia, Italy

Working language:

WHAT?

english

Number of places: 15 Minimum required: 5

Participants will learn about: assessment and evaluation tools of CLIL; how teachers select and adapt CLIL materials for students language competences, knowledge and cognitive structure; integrating ICT and Web 2.0 tools into CLIL teaching; improving cooperation between students through peer teaching and peer assessment; implementation of scaffolding techniques in CLIL through use of ICT.

Keywords: content and language integrated learning (CLIL) education and training attainment teachers and trainers competences

HOW?

Participants will: have access to our wide database of CLIL units and modules; observe CLIL teaching in the classroom; meet CLIL experts and university professors; interact with students and teachers in CLIL laboratory tests.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Questa visita di studio intende fare il punto sulla situazione delle sperimentazioni CLIL oggi in atto per fare emergere le migliori pratiche e dare la possibilit a insegnati, educatori, ricercatori in genere di confrontarsi e di capire quale futuro possa avere il CLIL nei vari sistemi educativi.

organiser(s): heNIN alberto Rete CLIL della Provincia di Pavia ITIS Cardano via Verdi 19 Pavia, 27100 Tel. 0039 03 82 30 28 01 Fax 0039 03 82 30 31 60 Email: direzione@[Link] Website: [Link]

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LaNgUage teaChINg aND LeaRNINg

Developing young learners communicative competences in a foreign language

Group No: 182 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system European policy stresses the need to ensure quality of intercultural language education as early as possible. Unfortunately, foreign language teaching for young learners is accompanied by many concerns and misunderstandings. On the one hand, early learning provides good knowledge of a foreign language and has a positive impact on attitudes to other languages and cultures. Simultaneously, the early start in itself does not guarantee better results than later learning. Children who interact successfully in a foreign language (knowing just a few words from the pre-school period) at the start of compulsory language learning at school, often do not show progress -or even retreat - in developing their speaking skills. There is a research project undertaken by the department of early childhood education (Academy of Special Education in Warsaw) which deals with these issues.

4/3/2013-8/3/2013 Warsaw, Poland

Working language:

english

WHAT?

Number of places: 12 Minimum required: 6

Participants will learn about: strategies teachers use to develop communicative competence in foreign languages at kindergarten and primary school (grades I-III); national curricula for early language learning; innovative approaches to organising early language teaching and developing communicative competence of students.

Keywords: communication in foreign languages curriculum language skills

HOW?

Participants will: visit authorities responsible for national language policy; observe teachers and children at kindergarten and in classroom settings; discuss psychological, pedagogical and organisational issues of early foreign language teaching.

WHOM?

Head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Kwestii wczesnego nauczania jzykw obcych towarzyszy wiele obaw i nieporozumie. Z jednej strony, wczesne nauczanie gwarantuje dobr znajomo jzyka obcego i ma pozytywny wpyw na stosunek do innych jzykw i kultur. Jednoczenie wczesny start - sam w sobie - nie gwarantuje lepszych wynikw ni pny. Mona zaobserwowa, e dzieci w wieku przedszkolnym, ktre z powodzeniem komunikuj si w jzyku obcym, znajc tylko kilka sw, na pocztku nauki jzyka w szkole nie wykazuj dalszych postpw. W Katedrze Pedagogiki Maego Dziecka APS prowadzony jest projekt badawczy, ktry zajmuje si tymi kwestiami. Chcielibymy wymieni si dowiadczeniami z innymi krajami europejskimi.

organiser(s): KOTARBA-KACZUGOWSKA Marta Maria Grzegorzewska Academy of Special Education, Department of Early Childhood Education Szczliwicka 40 Warsaw, 02-353 Tel. +48 225 89-36-20 Email: [Link]@[Link] Website: [Link]

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224 CEDEFOP STUDY VISITS

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Be creative: how to relate language competences to visual arts

Group No: 183 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The artistic liceo Via di Ripetta has a long tradition rooted in the centre of Rome. The school represents excellence among the formative agencies in its way of coping with current educational challenges. It promotes innovative didactic strategies and shares ideas and good practices for further LLP projects to develop students creativity and critical thinking competences. In particular, we have started some pilot experiments with CLIL approach: empowering Language 2 (English) through study of visual arts (painting, architecture, sculpture, drawing, graphic and design).

11/3/2013-15/3/2013 Rome, Italy

Working language:

WHAT?

english

Number of places: 15 Minimum required: 6

Participants will learn about: new methodologies that integrate English and visual arts; new educational interactive resources for CLIL and visual arts; initiatives to study English through some pilot CLIL class experiments (English and visual arts); the ways we use the CLIL approach and its results both in terms of Language 2 learning and motivation for students, teachers and local entrepreneurs; how teachers collaborate and prepare experiments with CLIL in their classrooms.

Keywords: content and language integrated learning (CLIL) innovative approaches key competences

HOW?

Participants will: visit the Artistic Liceo and participate in classes experimenting CLIL in English and visual arts; explore design of new curriculum, programme implementation and planning scheme; visit various schools and exchange experiences with other participants on CLIL; meet teachers, coordinators and principals responsible for planning and organising CLIL and lifelong learning programmes; share ideas on CLIL and work with an e-learning platform for dissemination at European level.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): PeRILLI adealide Iulia Liceo Artistico Via di Ripetta via di Ripetta, 218 Roma, 00186 Tel. 0039 03 20 38 16 Fax 0039 063 21 37 96 Email: liceoripetta@[Link] Website: [Link]

Il Liceo Artistico Via di Ripetta, situato nel centro di Roma, vanta una lunga tradizione di collaborazione con le Istituzioni culturali e artistiche limitrofe. LIstituto si presenta come una realt deccellenza nellambito delle istituzioni formative per lattivazione di progetti pilota di innovazione in sinergia con il Ministero dellIstruzione, dellUniversit e della Ricerca, il Ministero dei Beni Culturali, lAccademia di Belle Arti, il Museo Nazionale delle Arti del XXI secolo, lAccademia di [Link], lArchivio di Stato, la Galleria Nazionale dArte Moderna . In particolare lIstituto mira a promuovere linnovazione di strategie didattiche e la costruzione di buone pratiche di metodologia CLIL per integrare e rafforzare lapprendimento della lingua Inglese e delle Arti visive.

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CATALOGUE 2012/13 225

sPRaChUNteRRICht UND sPRaCheRWeRB

Sprache macht Menschen zu Menschen

Gruppennummer: 184 antragsrunde 2 Art des Besuches: allgemeine Bildung

themeNBeReIChe:

Frderung des Erwerbs von Schlsselkompetenzen im gesamten System der allgemeinen und beruflichen Bildung

WARUM?

11/3/2013-15/3/2013 Prag, tschechien

Arbeitssprache:

Deutsch

In der heutigen globalisierten Welt erhht das Beherrschen von wenigstens zwei Fremdsprachen erheblich die Auswahlmglichkeiten auf dem Arbeitsmarkt. Gute Sprachkenntnisse sind auch eine der wichtigsten Voraussetzungen der sozialen Eingliederung fr die Jugendlichen mit Migrationshintergrund. In Prag haben viele Institutionen ihren Sitz, die sich mit dem Thema fremdsprachliche Kompetenz und damit verbundener Problematik beschftigen und Erfahrung haben. Auf unserem achtjhrigen Gymnasium werden moderne Methoden des Fremdsprachenunterrichts angestrebt. Wir mchten gerne neue Erfahrungen auf diesem Gebiet auf allen Ausbildungsstufen austauschen und verschiedene methodische Anstze und Motivierungsmittel beim Fremdsprachenunterricht mit dem Schwerpunkt auf Ausbildung der knftigen Fremdsprachenlehrer vorstellen.

Anzahl der Teilnehmerpltze: 12 Erforderliche Mindestanzahl: 7

WAS?

Schlsselwrter: fremdsprachliche Kompetenz soziale eingliederung sprachkenntnisse

Die Teilnehmer werden Folgendes lernen: staatliche Politik des Fremdsprachenunterrichts in Tschechien; Aufgaben des Schultrgers in Tschechien und Untersttzung des Fremdsprachenunterrichts durch das Prager Stadtamt; Ausbildungssystem und didaktische Vorbereitung der knftigen Fremdsprachenlehrer an der Pdagogischen Fakultt der Karlsuniversitt in Prag.

WIE?

Die Teilnehmer werden: das Schulministerium besuchen und einen Vortrag ber die Staatspolitik im Bereich des Fremdsprachenunterrichts hren; im Prager Rathaus empfangen werden und mehr ber die Zusammenarbeit von Schulen und deren Trgern erfahren; am Unterricht der Fremdsprachendidaktik an der Karlsuniversitt teilnehmen und die Aufgaben des Fremdspracheninstitutes kennen lernen.

WER?

Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Bildungs- und Berufsbildungsinspektoren, Schulleiter, Lehreraus- und -fortbildner, Abteilungsleiter, Bildungs- oder Berufsberater, Vertreter von rtlichen, regionalen und nationalen Behrden.

KURZe BesChReIBUNg Des BesUChes IN DeR sPRaChe Des gastgeBeNDeN LaNDes:

organisator(en): VoLDNoV Jitka Malostransk gymnasium Josefsk 7 Praha 1, 11800 Tel. +420- 257 28 94 42 Fax +420- 257 28 94 60 Email: [Link]@[Link] Website: [Link]

V dnenm globalizovanm svt znalost alespo dvou cizch jazyk dramaticky zvyuje uplatnn na mezinrodnm trhu prce. Zrove dobr znalost eskho jazyka je jeden z dleitch pedpoklad spnho zalenn mladch migrant do spolenosti. Vuka cizch jazyk v rmci celoivotnho vzdlvn se stala nezbytnou soust eskho vzdlvacho systmu. Clem studijn nvtvy je zskn a vmna zkuenost v oblasti vuky cizch jazyk ve vech stupnch vzdlvn, a to i v oblasti ppravy budoucch uitel cizch jazyk, zpsob motivace k vuce cizch jazyk, inovativnch metod v jazykovm vzdlvn, podpory vzdlvn v tto oblasti ze strany sttu a zizovatel kol. Zamme se tak na monosti spnho zaleovn mladch cizinc do systmu eskho kolstv.

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226 CEDEFOP STUDY VISITS

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Language learning and teaching methods in a multilingual country

Group No: 185 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Language plays an essential role in producing and conveying knowledge. As experience and studies have proved, linguistic diversity is conducive to high-quality work and, as such, is considered a core skill for being competitive on the job market. Switzerland has a long tradition of promoting multilingualism. Linguistic diversity is a fact of everyday life and a major asset. Switzerland has four official languages (German, French, Italian and Rhaeto-Romanic), which are spoken in four linguistic regions. While these regions correspond by and large to cantonal borders, there are some cantons where two or even three languages have official language status. These unique Swiss traits are embodied in the countrys language policy. How Switzerland approaches providing multilingual education in a linguistically diverse country is the subject of this study visit.

1/4/2013-5/4/2013 Berne, switzerland

Working language:

english

WHAT?

Number of places: 15 Minimum required: 6

Keywords: communication in foreign languages key competences language skills

Participants will learn about: the importance of multilingualism in knowledge production and transfer; the language policy of the Swiss State and cantons; methods and instruments for learning a foreign language; projects to promote language in early childhood; bilingual teaching methods; methods of evaluating language skills; training and further education models for teachers; innovative didactic approaches to promoting multilingualism.

HOW?

Participants will: visit language centres and research institutes; become familiar with schools and experience teaching methods on site; meet children, young people and adults who are attending language lessons; engage in discussions with experts and political decision-makers; become familiar with new instruments and teaching materials.

WHOM?

organiser(s): seoaNe Cristina ch Foundation for federal co-operation Dornacherstrasse 28A Solothurn, 4501 Tel. +41- 32 346 18 84 Fax +41- 32 34618 02 Email: studyvisits@[Link] Website: [Link]/ studienbesuche DoV Claire ch Foundation for federal co-operation Dornacherstrasse 28A Solothurn, 4501 Tel. +41- 323 46 18 92 Fax +41- 32 346 18 02 Email: studyvisits@[Link] Website: [Link]/ studienbesuche

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, representatives of trade unions, researchers.

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LaNgUage teaChINg aND LeaRNINg

Improving early, billingual and trilingual language teaching

Group No: 186 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Since the early 1990s, when the official curriculum reduced the number of hours for language teaching, several innovations have been introduced into the Dutch school system, for example, bilingual education in more than 120 secondary schools, where pupils are taught both in English (50%) and Dutch (50%). More and more primary schools (600 today) start teaching English, French and German at the age of four. The objective of the visit is to inform participants about the most recent developments in language learning in the Netherlands.

8/4/2013-12/4/2013 the hague and Leeuwarden, the Netherlands

Working language:

WHAT?

english

Number of places: 14 Minimum required: 6

Participants will learn about: initiatives that support early language learning in primary schools; content and language integrated learning (CLIL) and reinforced language learning in secondary schools; a trilingual approach in Frisian, the second official language of the Netherlands; use of e-twinning, the online community for schools in Europe, to improve early language learning.

HOW?
Keywords: communication in foreign languages curriculum language skills

Participants will: visit the Ministry of Education and municipalities with a role in education; visit primary and secondary schools and a regional education centre; observe classes and talk to teachers and pupils.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of local, regional and national authorities.

organiser(s): DayUs-BRoUWeR Judith European Platform internationalising education P.O. Box 1007 Haarlem, 2001BA Tel. +31- 235 53 11 50 Fax +31- 235 42 71 74 Email: studyvisits@[Link] Website: [Link]

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State-run language schools in Spain: communicative skills for everyone

Group No: 187 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In Spain there is a network of public institutions (Escuelas Oficiales de Idiomas (EOIs) State-run language schools) which promote a lifelong learning programme that allows many people from different walks of life to update their competences in foreign languages. Corua is a coastal town visited by thousands of tourists every year, attracted by its mild weather, food and kind people. It is also one of the most important cities in Galicia, where government has started a programme towards bilingualism in primary and secondary education. Our EOIs provide training courses to help primary and secondary school teachers reach their goals in the classrooms.

15/4/2013-18/4/2013 Corunna, spain

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Keywords: communication in foreign languages lifelong learning programme teachers and trainers competences

Participants will learn about: implementation of the common European framework of references for languages (CEFR); the non-compulsory school system of EOIs: syllabus, organisation, languages involved; how to fulfil different peoples needs and demands in updating their skills; resources for foreign language learning lessons; strengthening ties in working life through specific and refresher courses in a lifelong learning context; integrating ICT into foreign language lessons (moodle, skype) and European actions.

HOW?

Participants will: observe teachers and students work in the classroom and interact with them; visit other similar institutions and secondary schools with bilingual programmes; exchange information on new ideas, projects, problem-solving.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): aLDao LINaRes susana EOI A Corua Pepn Rivero, 1 A Corua, 15011 Tel. 0034 981145075 Fax 0034 981279116 Email: [Link]@[Link] Website: [Link]

En la Europa global del siglo XXI el conocimiento de varias lenguas extranjeras es fundamental para la mayor parte de los ciudadanos de la UE. Las Escuelas Oficiales de Idiomas son un referente en el sistema educativo espaol porque ofrecen una educacin pblica de calidad a un amplio sector de la poblacin (desde los 14 aos en adelante) con un precio asequible. Con esta visita nos gustara ser la carta de presentacin de este tipo de institucin acadmica, altamente desconocida en otros pases de nuestro entorno. Nos sentimos orgullosos de poder ofrecer este tipo de formacin a aquellos que quieren mejorar sus competencias lingsticas y a los que por circunstancias varias no han tenido la oportunidad de aprender idiomas en el pasado y quieren hacerlo en algn momento de su vida.

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eNseaNZa y aPReNDIZaJe De IDIomas

El Programa de Centros Bilinges de la Comunidad de Madrid

Nmero de grupo: 188 turno 2 Tipo de visita: educacin general

CategoRa De temas:

Promover la adquisicin de competencias clave en el sistema educativo y de formacin profesional

POR QU?

15/4/2013-19/4/2013 madrid, espaa

Lengua de trabajo:

espaol

La Consejera de Educacin de la Comunidad de Madrid, con el fin de mejorar la competencia en lengua inglesa del alumnado, inici en 2004 el Programa de Bilingismo en 26 colegios. Desde entonces ha seguido implantando progresivamente el Programa en colegios e institutos de su territorio hasta alcanzar los 340 centros actuales. Los alumnos de los primeros colegios bilinges han completado la Educacin Primaria y cursan 2 de Secundaria en los 64 nuevos Institutos Bilinges. La Direccin General de Mejora de la Calidad de la Enseanza, organizadora de esta visita, tiene entre sus competencias la planificacin, el desarrollo y la gestin del Programa de Bilingismo, por lo que est en condiciones ptimas de ofrecer informacin y formacin de primera mano al respecto.

QU?

Nmero de plazas: 12 Nmero minimo requerido: 6

Las palabras clave: aprendizaje integrado de contenidos e idiomas (aICI) comunicacin en lenguas extranjeras enfoques innovadores

Los participantes aprendern acerca de: la seleccin de los Centros del Programa (colegios e Institutos); el profesorado; habilitacin lingstica; formacin de entrada y continua; el alumnado (niveles, grupos); organizacin de los centros; los auxiliares de conversacin; hermanamientos con centros extranjeros; la evaluacin externa del Programa.

CMO?

Los participantes: asistirn a una presentacin inicial del Programa de Bilingismo por parte de los responsables y asesores docentes de la Direccin General de Mejora de la Calidad de la Enseanza; visitarn centros bilinges (colegios e Institutos); observarn prcticas docentes; tendrn la oportunidad de preguntar e intercambiar impresiones con los agentes del Programa (Directores / coordinadores / profesorado, auxiliares de conversacin, alumnado, gestores,).

organizador(es): VIVaNCos maChImBaRReNa ana Direccin General de Mejora de la Calidad de la Enseanza Gran Va, 20, 5 planta Madrid, 28013 Tel. +34 91-7201123 Fax +34 91-7201244 Email: [Link]@[Link] Website: [Link] saNtos maCIas soledad Direccin General de Mejora de la Calidad de la Enseanza Gran Va, 20, 5 planta Madrid, 28013 Tel. 0034 91-7201310 Fax 0034 91-7201264 Email: [Link]@[Link] Website: [Link]

PARA QUIN?

Directores de instituciones y centros de educacin y formacin profesional, inspectores de educacin y formacin profesional, directores de instituciones de enseanza, formadores de profesores, jefes de departamento, asesores pedaggicos u orientadores, investigadores.

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Language learning spaces: diversity and transversality

Group No: 189 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Catalonia (Spain) has two official languages (Calatan and Spanish). Plurilingualism is an aim in our educational system, for developing professional, social and academic expectations. Our main challenge is to help students to develop a plural identity by accepting many contextual languages, as a pathway towards social cohesion in diversity. To reach EU 2020 aims, Catalonia is developing specific programmes for reading and implementing CLIL approaches to language teaching. We have developed several projects for inclusion, community building and cultural interaction through language learning. The Department of Ensenyament in Catalonia has increased resources for this project and deals with language learning in both formal and non-formal environments.

22/4/2013-26/4/2013 Barcelona, spain

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: content and language integrated learning (CLIL) language skills social and civic competences

Participants will learn about: language policies, projects and programmes; initiatives to improve the language of instruction to ease social inclusion and increase professional expectations of learners; singular experiences and good practices of induction language classes for newcomers (such as immigrants); CLIL language learning and ICT.

HOW?

Participants will: visit both primary and secondary schools in multilingual contexts; observe innovative and collaborative projects with ICT resources and strategies; observe students and teachers work; meet and interact with expert teachers, advisers and project coordinators.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): VIDaL saLVaDoR Joana Generalitat de Catalunya Departament dEnsenyament Via Augusta 202-222 Barcelona, 08021 Tel. +34- 935516900 ext.3790 Fax +34- 932 41 53 30 Email: jvidal@[Link] Website: [Link]/pap

El Departament dEnsenyament prioriza el aprendizaje de lengua y contenidos (AICLE) para promover el xito escolar. La competencia lectora, la comunicacin oral y el uso de tecnologas digitales constituyen ejes temticos significativos en el Proyecto Lingstico Plurilinge de los centros escolares. El aprendizaje de lenguas, autctonas y extranjeras, busca la convivencia en la diversidad, con el desarrollo de clases en las lenguas de origen, vinculadas al proyecto de Convivencia. Se mostrarn buenas prcticas en la enseanza plurilinge, en las polticas educativas inclusivas y de proyectos globales para el desarrollo de las competencias bsicas y la mejora de la competencia comunicativa y lingstica, que facilitan la inclusin de todo el alumnado y la mejora de sus expectativas.

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[Link] [Link]/pap [Link] [Link] [Link]/lic/

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Trilingual framework in Basque education

Group No: 190 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system As a bilingual community we are fully aware of the importance of good language teaching practices. For the past 15 years different programmes have been implemented focused on two main methodological approaches: CLIL and language-integrated curriculum . As a result, and after implementation of a new curriculum in 2007, the Basque education department promoted the trilingual framework in 2010, currently piloted in 108 schools at primary and secondary levels. This new policy considers the following issues: in-service teacher training, external assessment process and coherent language practices. Teacher centres and the inspectorate service are the host organisations.

22/4/2013-26/4/2013 Bilbao, spain

Working language:

WHAT?

english

Number of places: 16 Minimum required: 6

Participants will learn about: the Basque education system and language policy; the role of school management, School 2.0 and European exchange programmes in implementing the trilingual framework; the leading roles played by teacher centres, inspectorate service and office of evaluation; good practices in primary and secondary schools; language policies in other participant countries.

Keywords: communication in foreign languages content and language integrated learning (CLIL) teachers and trainers competences

HOW?

Participants will: attend talks given by education authorities and experts; meet advisers, inspectors and staff from the evaluation office involved in the trilingual framework; observe teachers in the classroom in a range of schools; meet pupils, teachers and management units; share and exchange experiences with European colleagues.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): CasaDo martn Inspectorate Service Gran Via 85. Bilbao, 48011 Tel. +34- 946 64 00 27 Fax +34- 946 64 16 84 Email: bilbaostudyvisit@[Link] Website: [Link] ItURgaItZ Begoa Leioako Berritzegune Langileria, 106. Leioa, 48940 Tel. 0034 94 4040808 Fax 0034 94 6569333 Email: bilbaostudyvisit@[Link] Website: [Link]/

Siendo una Comunidad bilinge, en Euskadi se han desarrollado programas para la enseanza de Lenguas durante 25 aos, algunos con reconocimiento internacional. El Departamento de Educacin lanz en 2010 el Marco Trilinge, desarrollado en 108 centros de Ed. Primaria y Secundaria. Se busca ofrecer un marco conceptual y metodolgico para el aprendizaje integrado de lengua y contenido en las dos lenguas de instruccin y una tercera lengua extranjera, basado en tres ejes: formacin del profesorado, procesos de evaluacin externos y prcticas de aula coherentes y coordinadas.

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[Link]/ [Link]/r43-2722/en [Link]

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The ABC of plurilingualism in Andaluca

Group No: 191 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The Andalusian Regional Ministry of Education has made a huge effort since the beginning of the past decade to create a network of bilingual schools, realising the importance of foreign languages for future generations. After several pilot projects, the Andalusian plan for promoting plurilingualism was launched in 2005, allowing schools to become bilingual, mainly in three different languages: English, French and German. Schools wanting to offer bilingual education have had the opportunity to become involved in this plan. As a result, more than 800 schools in Andalusia (of which 84 in Cordoba) carry out linguistic projects based on plurilingualism. Educative training services are also highly committed to provide these schools and staff with maximum facilities and pedagogical background to make them better teachers and better schools.

6/5/2013-10/5/2013 Cordoba, spain

Working language:

english

WHAT?

Number of places: 18 Minimum required: 8

Keywords: communication in foreign languages digital competence teachers and trainers competences

Participants will learn about: general notions of the Andalusian plan for promoting plurilingualism; internal organisation of bilingual schools, curriculum, CLIL methodology, integrated language curricula, innovative and good practices; complementary actions: language study grants for students and teachers, immersion and exchange programmes; implementation of the European language portfolio.

HOW?

Participants will: visit teacher training centres working for the bilingual plan; meet and talk to teachers and trainers in bilingual schools; discuss plurilingualism projects and resources in a local training centre; discuss experience of plurilingualism in their countries, regions or schools.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BLaZqUeZ RUZ francisco Javier CEP Luisa Revuelta Crdoba-Spain (Teachers Training Center) Doa Berenguela Street 2 Cordoba, 14006 Tel. 0034 957 35 24 89 Fax 0034 957 35 25 11 Email: [Link]@ [Link] Website:

El Plan de Fomento del Plurilingismo en Andaluca ha supuesto una autntica revolucin educativa para un gran nmero de centros en todas las provincias. Desde su inicio en 2005 ha permitido que ms de 800 centros suscriban y desarrollen diferentes tipos de programas lingsticos en ms de una lengua. De ellos, cerca de un centenar se encuentran en nuestra provincia, en la que ms de 10.000 alumnos, 320 profesores, 6 Escuelas Oficiales de Idiomas y casi un centenar de Auxiliares lingsticos desarrollan su labor durante el presente curso, cifras que se incrementan cada ao. La Visita de Estudio dar una visin sobre esta realidad en la que los Centros de Profesorado desempean una labor crucial.

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[Link]/educacion/ [Link]/averroes/ [Link]

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Improving foreign language learning with innovative methods

Group No: 192 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Communication in foreign languages is the first key competence of the Spanish curriculum. Content language-integrated learning (CLIL) is heavily supported by the European Commission as one of the best methods to improve foreign language learning and plurilingualism. The Regional Education Administration in Asturias is developing an innovative programme in infant, primary, secondary and vocational schools on teaching foreign languages through content in bilingual classes and in schools with an integrated Spanish English curriculum. We will demonstrate in-service training of teachers of nonlinguistic subjects since our institution is in charge of planning in-service teacher training and editing support materials.

13/5/2013-17/5/2013 oviedo, spain

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: the most innovative CLIL methods being developed in the region; the special in-service teacher training plan; the impact on increasing motivation and improving foreign language competence, etc; the integrated language curriculum project; (school policy where similar strategies are used to teach and learn all languages, including mother tongue).

Keywords: communication in foreign languages content and language integrated learning (CLIL) teachers and trainers competences

HOW?

Participants will: visit infant, primary, secondary, vocational schools with CLIL projects; observe lessons of different subjects and talk to teachers and students; discuss the regional strategy with responsible people in the Regional Education Administration.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of local, regional and national authorities.

organiser(s): CoRteJoso m Pilar Consejera de Educacin y Ciencia (Regional Education Authority) Plaza de Espaa, 5 Oviedo, PRINCIPADO DE ASTURIAS 33007 Tel. +34- 985 10 86 35 Fax +34- 985 10 86 15 Email: [Link]@ [Link] Website: [Link] ZaPICo fernando Consejera de Educacin y Universidades Plaza de Espaa, 5 Oviedo, Asturias, 33007 Tel. 0034 985 Fax 0034 985 Email: [Link]@[Link] Website: [Link]

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

En la visita se mostrarn iniciativas de la Administracin Educativa de Asturias en la Enseanza y Aprendizaje de Lenguas Extranjeras: Programa Bilinge, enseanza precoz de lenguas, uso de las TIC, experiencias piloto para la mejora de la competencia comunicativa a travs de un planteamiento global de enseanza de lenguas, Enseanza Integrada de Contenidos y Lenguas (CLIL) en las Secciones Bilinges y en el Proyecto de Currculo Integrado espaol-ingls. Se mantendrn conversaciones / reflexiones con los responsables y se visitarn centros de Educacin Infantil, Primaria, Secundaria y Formacin Profesional que desarrollan CLIL y Centros de Formacin del Profesorado. Se potenciar la contribucin que los participantes hagan al tema desde sus conocimientos y experiencia profesional.

WWW.
[Link]/index_eng.htm [Link] [Link]/[Link]

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Teaching a vocation in a foreign language for use in future work

Group No: 193 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Improving quality and attractiveness of VET is a priority of Polish educational policy. Our school has a lot of experience in teaching vocational subjects. It prepares students for specific jobs (such as hotelier, chef, waiter, economist, trader, shop assistant, IT specialist, etc). Every vocational subject includes vocational English lessons in addition to regular foreign language lessons. The school takes part in Comenius and Leonardo Da Vinci projects, so our students need to use a foreign language freely. Integrated language skills and competences are keys for success in any labour market. We want to present our ways of teaching and compare them to European ideas on how to prepare students for future jobs.

3/6/2013-7/6/2013 Wodzislaw slaski, Poland

Working language:

WHAT?

english

Number of places: 12 Minimum required: 6

Participants will learn about: international and national strategies for VET; changes in competence requirements of VET teachers and challenges for teacher education; strategies to integrate teaching and learning of language and content successfully; programmes to encourage and improve learners mobility.

Keywords: communication in foreign languages language skills learners mobility

HOW?

Participants will: visit local vocational centres, schools and colleges; visit companies providing training for students; observe teachers work; meet guidance counsellors; exchange information, experiences and share good practices.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

W dzisiejszym wiecie znajomo przynajmniej jednego jzyka obcego to absolutna konieczno. Umiejtno posugiwania si jzykiem branowym otwiera uczniom moliwoci znalezienia pracy zarwno na rynku krajowym jak i zagranicznym. Jestemy szko z dowiadczeniem w nauczaniu jzyka zawodowego oraz przedmiotw zawodowych. Proponujemy ksztacenie w dziewiciu zawodach technika oraz w dwch klasach szkoy zawodowej. Nasi uczniowie odbywaj praktyki w instytucjach krajowych jak rwnie zagranicznych. Chcemy podzieli si naszym dowiadczeniem, zaprezentowa i pozna przykady dobrych praktyk i rozwiza, ktre wpyn na podniesienie atrakcyjnoci i efektywnoci ksztacenia zawodowego.
organiser(s): BANCZYK Edyta ZESP SZK EKONOMICZNYCH IM. OSKARA LANGEGO ul. Szkolna 1 Wodzisaw lski, 44-300 Tel. +48 324 55 60 45 Email: ebanczyk@[Link] Website: [Link]

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[Link] [Link] [Link]

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Language teaching as a key to promote professional skills and improve cultural integration
Group No: 194 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Reggio Calabria - through the Universit per Stranieri, Italys only southern university for foreigners - has gained an increasingly important role in multicultural exchanges, taking full advantage of its position at the centre of the Mediterranean region. Visiting our institution - engaged in teaching Italian as a foreign language and in training teachers of Italian for foreigners - will be an opportunity to compare ideas and experiences about competences, encourage international cooperation and exchanges with other institutions and share techniques about teaching Italian and training Italian and foreign teachers. This visit will allow participants to learn how our teaching, training and learning system works, interacting with our region and local community.

10/6/2013-14/6/2013 Reggio Calabria, Italy

Working language:

WHAT?

english

Number of places: 15 Minimum required: 5

Participants will learn about: methods and tools used in training teachers of the Italian language; training methodology for foreigners to become teachers of Italian; strategies and guidelines for teaching Italian to foreign students; foreign students integration, reception and incentives through scholarships; how to improve intercultural education in language courses.

Keywords: communication in foreign languages intercultural education language skills

HOW?

Participants will: visit the university and meet students, teachers and trainees; meet local and regional authorities and educational representatives; observe lectures of Italian language, refresher and training courses for Italian and foreign teachers; participate in conferences and workshops on promoting language teaching centres; establish agreements for students and teachers exchanges; share experiences and good practices

WHOM?

organiser(s): stILo serena Universit per Stranieri Dante Alighieri via del Torrione, 95 Reggio Calabria, 89125 Tel. +39-0965 31 25 93 Fax +39-0965 32 36 37 Email: stilo@[Link] Website: [Link] moRaBIto stefano Universit per Stranieri Dante Alighieri via del Torrione, 95 Reggio Calabria, 89125 Tel. +39-0965 31 25 93 Fax +39-0965 32 36 37 Email: morabito@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

LUniversit per Stranieri si consolidata come centro di diffusione dellitaliano e anche come strumento per lintegrazione e la formazione dei migranti, nellottica di una cultura dellaccoglienza e del mutuo incontro tra popoli. Inoltre, essa ospita un corso di Laurea per Docenti di Italiano ed uno in Operatore sociale pluridisciplinare, che attirano exstudenti dei corsi di italiano che desiderano completare la propria formazione ottenendo un titolo universitario. La visita mira a far conoscere le metodologie didattiche e di formazione dei docenti adottate dallUniversit e a condividere metodi didattici, strategie organizzative, progetti di cooperazione con altri centri europei.

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[Link]

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Languages in primary school The story so far

Group No: 195 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The UK has both a lot to offer and a lot to learn in early language learning. Policy and projects on language learning in primary schools continue to evolve and develop, resulting in some innovative approaches and solutions. The North West of England offers opportunities and contexts in which to experience the challenges and successes of introducing, sustaining and developing language learning in primary schools. The University of Cumbria is the largest provider of initial teacher education in the UK. Colleagues have extensive experience of language teacher education projects at regional, national and international levels, and experience of attending and hosting study visits.

17/6/2013-21/6/2013 Carlisle, england, United Kingdom

Working language:

WHAT?

english

Number of places: 14 Minimum required: 8

Participants will learn about: strategies used in development and introduction of the entitlement to language learning in UK primary schools at local authority, teacher education, school and classroom levels; progress and challenges so far to introduce foreign language learning into the UK primary curriculum; plans for future embedding, development and sustainability of foreign language learning in primary schools.

Keywords: curriculum language skills teachers and trainers competences

HOW?

Participants will: visit schools and institutions specialising in initial teacher education for early language learning; meet learners, trainee and experienced teachers, school leaders, teacher educators, consultants and inspectors involved in the primary language project; share experiences, ideas and solutions to support successful early language learning.

WHOM?

Educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of local, regional and national authorities.

organiser(s): gILVey alison University of Cumbria Fueshill Street Carlisle, CA1 2HH Tel. +44- 12 28 61 62 16 Fax +44- 12 28 61 62 49 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]

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Use of ICt IN LeaRNINg

Studying English via distance or e-learning

Group No: 196 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The Centro Especfico de Educacin a Distancia de la Comunidad Valenciana (CEEDCV) is the only State-run distance learning centre for adults in the region which offers, apart from primary and secondary education, educational programmes and vocational training plus internships in companies. Our learners include people at risk of social exclusion, or already excluded from society, immigrants, unemployed and those wishing to secure a job or improve their CVs. Our centre tries to provide them with vocational training qualifications to help them enter the labour market. The CEEDCV plays a major role and has huge experience in use of ICT in all its programmes and teaching practice and subjects.

4/3/2013-8/3/2013 Valencia, spain

Working language:

WHAT?

english

Number of places: 12 Minimum required: 5

Participants will learn about: the current state of distance learning in the Valencian community and rest of the country; strategies used to encourage use of ICT and foreign language learning for adults in e-learning and distance-learning; new challenges in distance learning for adults: virtual classrooms for adults learning in different programmes: A-levels, vocational studies.

Keywords: adult learning communication in foreign languages digital competence

HOW?

Participants will: attend a presentation on the current state and strategies used in distance learning for adults; visit our school and associated institutions; take part in a meeting about European projects in which our school is involved; observe e-learning practices carried out in a distance learning school; share ideas about foreign language e-learning.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

organiser(s): moReNo meseNgUeR Pablo CEEDcv. MISERICORDIA (VALENCIA) C/ Casa de la Misericordia, 34 Valencia, 46114 Tel. 0034 963794362 Fax 0034 963831856 Email: 46025799@[Link] Website: [Link] oRtIZ BaLLesteR elena CEEDcv. MISERICORDIA (VALENCIA) C/ Casa de la Misericordia, 34 Valencia, 46114 Tel. 0034 963794362 Fax 0034 963831856 Email: 46025799@[Link] Website: [Link]

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

La visita pretende ofrecer una oportunidad de conocer un centro de educacin a distancia para adultos desde la perspectiva del aprendizaje permanente. Asimismo, es una oportunidad para compartir y mostrar mtodos de enseanza que utilizan las nuevas tecnologas de la informacin y la comunicacin en el aprendizaje de lenguas y otras disciplinas.

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[Link] [Link] [Link]/eva/es/fp_distancia.htm [Link]/ocd/areaord/val/[Link]

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Use of ICt IN LeaRNINg

Regional and local innovation in secondary schools through ICT

Group No: 197 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Innovative use of ICT in learning contributes to meeting the requirements of a knowledgebased society. At Gladsaxe upper secondary school, application of ICT in learning has been a top priority. Our school is an active participant in a regional ICT collaboration team (six upper secondary schools with approximately 500 teachers and 5000 students). Gladsaxe upper secondary school has experience in projects focusing on reaching curricular goals in science and languages and stimulating interdisciplinary cooperation through practical use of ICT. Use of ICT is reflected both in pedagogical practice in each project, related to the academic subject, and in students digital products resulting from projects. We would like our experience to serve as a forum for exchange of ideas and inspiration.

6/3/2013-8/3/2013 gladsaxe, Denmark

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: organisation and coordination of regional and local collaboration groups; implementation of initiatives; new approaches to ICT to improve students motivation, creativity, activity and communication skills.

HOW?
Keywords: digital competence innovative approaches learning to learn

Participants will: visit two upper secondary schools; meet local experts with practical experience in developing and using ICT innovatively; meet students involved in projects, teachers; observe teachers use of ICT in the classroom.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LJUNgBo JeNseN sofie Gladsaxe Gymnasium International Coordinator Buddinge Hovedgade 81 Sborg, 2860 Tel. 45 39 56 31 62 Email: sl@[Link] Website: [Link] KRaRUP steeNseN eva Gladsaxe Gymnasium Buddinge Hovedgade 81 Sborg, 2860 Tel. 45 39 56 31 62 Email: ek@[Link] Website: [Link]

Gladsaxe Gymnasium har lokalt haft IT i undervisningen som indsatsomrde, og punktet prioriteres hjt, bde pdagogisk og konomisk. Gladsaxe Gymnasium deltager aktivt i det regionale IT-fllesskab med 6 gymnasier i regionen. IT-fllesskabet var indledningsvis et driftsfllesskab, men har i de seneste r vret udvidet til nu i hj grad at vre strategisk pdagogisk udviklingssamarbejde. Udbyttet af samarbejdet har vret meget stort, da det har faciliteret og inspireret den praktiske brug af IT samt sikret gennemfrelse af lokale initiativer i undervisningen. Studiebesget vil byde p prsentationer af organisering og koordinering af samarbejdet regionalt og lokalt, besg p to skoler i IT-fllesskabet, lokale eksperters erfaringer med praksis.

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Science and ICT: a new way to teach science

Group No: 198 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Vimercate is a town near Milan where universities, schools and organisations are involved in using ICT in education and training. There are many examples of good practice in different types of education (formal, informal, non-formal) that can be shared in environmental education and active citizenship. Liceo Banfi uses multimedia learning objects composed of text, video and other digital material through e-learning platforms, wiki, blogs and cooperative learning to motivate students and increase their interest in environmental issues. The aim of the visit is to assess the impact of urbanisation in the area. Presentations and discussions will be used to prepare a reportage on environmental protection that will be made available on the schools electronic platform.

11/3/2013-15/3/2013 Vimercate, Italy

Working language:

english

WHAT?

Number of places: 15 Minimum required: 5

Participants will learn about: initiatives to improve use of ICT in education and training; cooperative learning in teaching science and education for active citizenship; methods, tools and strategies used in teaching science through ICT; improving digital, social and language skills; how to develop sustainable behaviour and increase awareness of environmental issues.

Keywords: competences in science and technology digital competence learning to learn

HOW?

Participants will: visit schools and centres for education and training of adults; meet teachers, headmasters, representatives of local education authorities; attend a workshop and lectures on topics related to science and culture.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): PoRta marina Liceo Scientifico A. Banfi via Adda, 6 Vimercate (mb), 20059 Tel. +39-039 685 22 63 Fax +39-039 608 08 05 Email: [Link]@[Link] Website: [Link]

Questa visita nasce dallesperienza di come luso delle ICT possa aumentare la motivazione dei discenti: questi strumenti sono diffusi anche in istituti che usano le ICT sia per linsegnamento disciplinare sia per lintegrazione delle fasce pi deboli. Il Liceo Banfi si proposto come centro di raccordo perch crede profondamente nella cooperazione, nel confronto e nel dialogo tra popoli di diverse regioni europee. Lo scambio di esperienze in ambito tecnologico migliorer le buone pratiche gi in uso e si costituir un importante network. Il progetto mira a valutare limpatto dellurbanizzazione sul territorio implementando da una parte la cultura ecologia, dallaltra lincontro di culture diverse che per analogia e confronto pu stimolare il dibattito della protezione naturale.

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[Link] [Link]/europa/

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UtILIsatIoN Des tIC DaNs LaPPReNtIssage

Arts et culture numriques: les enjeux pour lcole

Numro de groupe: 199 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe:

Encourager lacquisition de comptences cls dans tout le systme dducation et de formation

POURQUOI?

26/3/2013-29/3/2013 marseille, france

Langue de travail:

Le CRDP dAix-Marseille, centre rgional de documentation pdagogique, organise depuis 17 ans des rencontres nationales (Orme 2.13 en 2013) runissant 2500 experts des TIC, travaillant dans et pour lenseignement primaire et secondaire. En 2013, avec MarseilleProvence, capitale europenne de la culture, ces rencontres porteront sur le numrique comme outil de cration, de diffusion et de mdiation des arts et de la culture. En quoi le numrique modifie-t-il lducation artistique et laction culturelle, dans les attentes comme dans les pratiques, dans le temps scolaire ou pri-scolaire? Avec cette visite dtude, le CRDP propose dchanger sur cette question et montrer certains usages pdagogiques des TIC, dispositifs de mdiation et ressources numriques dans le domaine culturel.

franais

QUOI?

Nombre de places: 15 Minimum requis: 5

Mots cls: approches innovantes comptences des enseignants et formateurs sensibilit et expression culturelles

Le participant dcouvrira: des usages pdagogiques des TIC dans les domaines artistiques et culturels; les politiques ducatives et de mdiation culturelle au niveau national et leur application rgionale; des ressources numriques ducatives culturelles destination des enseignants et des lves.

COMMENT?

Le participant: participera aux rencontres Orme 2.13 en assistant aux dbats, aux ateliers, aux dmonstrations; rencontrera des oprateurs culturels de niveau national tels que le Muse du Louvre, la Bibliothque Nationale de France, lInstitut National lAudiovisuel; rencontrera des enseignants, des responsables dducation et des politiques publiques, des entreprises du multimdia ducatif, pendant Orme 2.13 et lors de rendez-vous ddis; aura la possibilit de contribuer aux ateliers de Orme 2.13 en apportant son propre tmoignage; visitera une exposition duvres numriques propose dans le cadre de Orme 2.13 et sa mdiation culturelle.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et d_=84associations denseignement et de formation, reprsentants des autorits locales, rgionales et nationales, chercheurs.

organisateur(s): BReDa Isabelle CRDP 31 Bd dAthnes Marseille, 13232 Tel. +33- 491 14 13 12 Fax +33- 491 14 13 00 Email: [Link]@[Link] Website: [Link]

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[Link]

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Use of ICt IN LeaRNINg

Accommodation and food service activities

Improving vocational education through ICT and language skill development

Group No: 200 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Many Andalusian schools have been immersed in two programmes in the past decade. One is use of information technology in the classroom and the other is the plurilingual programme that involves teaching different subjects in a foreign language through CLIL (content and language-integrated learning) methodology. Some VET schools in Granada province in tourism, administration and finances, have experienced successful results in both programmes. Integrating both learning languages and digital competences in any labour market is obviously important.

8/4/2013-11/4/2013 granada, spain

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: computer-based approaches to teaching and learning in vocational education; strategies to integrate teaching and learning languages and content successfully; examples of good practice in using information technology in different vocational learning contexts, particularly in tourism, administration and finance sectors.

HOW?

Keywords: communication in foreign languages digital competence

Participants will: meet experts in both ICT and CLIL, in vocational education and training; discuss examples of how to improve ICT skills and languages; visit VET schools; observe good practices in the classroom; exchange information, experiences and share good practices.

WHOM?

organiser(s): saCRameNto mUoZ Jaime Delegacin Provincial de Educacin de Granada Gran Va, 56 Granada, 18001 Tel. 0034 958029001 Fax 0034 958029112 Email: [Link]@ [Link] Website: [Link]/ educacion/ PeReZ toRRes Isabel Delegacin Provincial de Educacin de Granada Gran Va, 56 Granada, 18001 Tel. 0034 958029001 Fax 0034 958029112 Email: [Link]@ [Link] Website: [Link]/ educacion/

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

En la ltima dcada un gran nmero de centros educativos andaluces se ha visto inmerso en una doble experiencia. Una de estas es el programa que implica el uso de las tecnologas de la informacin en el aula y el otro es el programa Plurilinge que implica que la enseanza de distintas materias en una lengua extranjera y con un enfoque metodolgico AICLE (aprendizaje integrado de contenido y lengua extranjera). En particular algunos centros educativos de formacin profesional de la provincia de Granada llevan experimentando ambos programas con buenos resultados. Es obvia la importancia de la integracin de ambos aspectos, la competencia digital y el aprendizaje de lenguas para la insercin en el mercado laboral.

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Use of ICt IN LeaRNINg

Designing technology-enriched educational environments

Group No: 201 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Our department has created and managed new technological tools and methods for schools and other educational institutions for 10 years. Our department is currently managing two important projects supported by the national career development programme for young researchers run by the Scientific and Technological Research Council of Turkey and our university. We believe that sharing our experience will help to identify new aspects and lead to effective cooperation in future.

6/5/2013-10/5/2013 Istanbul, turkey

Working language:

WHAT?

english

Participants will learn about: methods and tools used in educational processes; new approaches to online educational environments; managing projects related to technology-enriched environments.

Number of places: 12 Minimum required: 5

HOW?

Keywords: digital competence innovative approaches young people

Participants will: visit a primary school in Istanbul, educational organisations, a company developing online educational tools; participate in an international educational conference; meet academics working on educational technology.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, human resource managers, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Yldz Teknik niversitesi Bilgisayar ve retim Teknolojileri Eitimi Blm olarak, yllardr yeni teknolojilerin eitim ortamlarna entegrasyonu yoluyla eitimin kalitesini ve verimliliini artrmaya ynelik almalar srdrmekteyiz. Bu erevede, gerek blm olarak bireysel bazda, gerek sivil toplum kurulular ile gerekse zel sektr ve kamu kurulular ile ortak almalar sayesinde yeni rnler ve metotlar gelitirme abas ierisindeyiz. 2011 yl itibari ile blmmz retim elamanlar TUBITAK Ulusal Gen Aratrmac Kariyer Gelitirme Program (3501) ve Yldz Teknik niversitesi Bilimsel Aratrma Projeleri Koordinatrl destei ile iki farkl proje yrtmektedir.

organiser(s): KeRt serdar Bahadir Yildiz Teknik University Davutpasa Campus Education Faculty A-1015 Davutpasa Esenler Istanbul, 34220 Tel. 0090 21 23 83 48 49 Fax 0090 21 23 83 48 08 Email: sbkert@[Link] Website: [Link]

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[Link]/en/ [Link]/ [Link]/ [Link]/en [Link]/

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Developing creativity through use of ICT in learning and teaching

Group No: 202 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The visit is compatible with regional policy. In 2011, the Marshalls Office equipped 105 schools in Switokrzyskie Voivodeship with interactive boards. Our centre in Kielce is going to host the visit as we are running a project called the teacher of the 21st century, with about 1400 teachers involved. The project aims to increase teachers ICT competences and develop their knowledge in this area. In 2012, the second phase of the project will start. Our teacher training centre wants to show participants how trainers work with interactive boards and share its experience of ICT and new solutions to education.

6/5/2013-10/5/2013 Kielce, Poland

Working language:

WHAT?

english

Number of places: 15 Minimum required: 5

Participants will learn about: initiatives to improve the educational system in Swietokrzyskie Voivodeship; methods and tools used by teachers during work with interactive boards; ways of solving difficulties with introducing interactive boards to schools; how development of ICT competences helps to improve quality of education.

HOW?

Keywords: adult learning digital competence teachers and trainers competences

Participants will: attend presentations on use of interactive boards; meet stakeholders in the teacher of the 21st century project; talk to teachers and trainers; exchange experiences on working with interactive boards in their countries.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): YSAK Krzysztof witokrzyskie In Service Teachers Training Centre Pisudskiego 42 Kielce, 25-431 Tel. +48 41 36 24 54 81 43 Fax +48 413 62 48 99 Email: [Link]@[Link] Website: [Link] KRZAK - BORKOWSKA Izabela witokrzyskie In Service Teachers Training Centre Pisudskiego 42 Kielce, 25-431 Tel. +48- 413 62 78 60 Fax +48- 41 362 48 99 Email: [Link]@[Link] Website: [Link]

Uczestnicy wizyty bd mieli moliwo poznania sposobu rozwijania warsztatu pracy i ksztacenia kompetencji ICT przez nauczycieli wojewdztwa witokrzyskiego. Jako firma wprowadzamy innowacyjne formy nauczania i chcemy si nimi podzieli jak rwnie nauczy si czego nowego od innych. Uczestnicy wizyty bd mogli zapozna si ze sposobami wykorzystania i etapami wdraania tablic interaktywnych w szkoach na terenie wojewdztwa witokrzyskiego. Wsplnie spdzony czas pozwoli nam na wymian dowiadcze w zakresie rozwijania kompetencji ICT u nauczycieli. Wartoci dodan wizyty bdzie poznanie przez uczestnikw tradycji i obyczajw regionu witokrzyskiego.

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[Link]

244 CEDEFOP STUDY VISITS

Use of ICt IN LeaRNINg

Supporting teachers with technologyimproved learning

Group No: 203 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In response to new demands of todays society and modernisation of education, implementation of ICT has become a standard component of many university courses and has spread to general education. In implementing e-learning, educational institutions need to provide appropriate, high quality and sustainable support for teachers and learners. The university computing centre (SRCE) of the University of Zagreb is an expert centre for education and support in ICT applications. The e-learning centre at SRCE has experience in providing and maintaining e-learning tools and technologies as well as in organising support and training in e-learning for users, especially teachers. SRCE has participated in international projects in information technology for more than 30 years.

20/5/2013-24/5/2013 Zagreb, Croatia

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: organised support for e-learners and use of ICT in education; examples of good practice in user support; policies for e-learning implementation; practical methods and tools for technology-improved learning; potential of ICT for teaching and learning processes.

Keywords: digital competence innovative approaches teachers and trainers competences

HOW?

Participants will: visit educational institutions, e-learning centre, university computing centre; observe technology-improved learning in schools; meet teachers, deans, ICT specialists, experts; take part in a workshop/seminar on organised support for technology-improved learning; share and discuss experiences.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): KUINA SOFTI Sandra University of Zagreb - University Computing Centre Josipa Marohnia 5 Zagreb, 10000 Tel. +385 16 16 51 72 Fax +385 16 16 55 59 Email: sskucina@[Link] Website: [Link]

Vaan segment u implementaciji ICT i tehnologija e-uenja u obrazovanju je podrka korisnicima u koritenju tih alata i tehnologija. Sveuilini raunski centar Sveuilita u Zagrebu (Srce) prua praktinu, savjetodavnu i obrazovnu podrku lanovima akademske i istraivake zajednice u koritenju ICT-a. Centar za e-uenje u Srcu prua mogunost koritenja i odravanja alata i tehnologija kao i organiziranu podrku korisnicima u e-uenju. Cilj studijskog posjeta je sudionicima pokazati kako organizirati podrku korisnicima i koje alate i tehnologije koristiti za unaprjeenje nastave te zajedno promiljati i diskutirati na ovu temu u cilju stjecanja novih saznanja i prakse.

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[Link]/homepage [Link]/homepage/products-services/education/e-learning-centre/ [Link]/homepage/

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University of the third age - Experience of distance education

Group No: 204 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The ageing population in Slovakia creates a need to strengthen support for education of adults. The Technical University in Zvolen responded to the increased interest in lifelong learning and established the University of the Third Age (U3A). To become more flexible and efficient in providing education for seniors age of 50+, the U3A developed, thanks to its valuable 20-year experience, new approaches and methods based on use of information and communication technologies (ICT). Discussion on the strengths and weaknesses of supporting education through use of ICT, presentation of examples of good practice and comparison of various approaches to adult education are the main goals of our visit that we would like to share with participants.

21/5/2013-24/5/2013 Zvolen, slovakia

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: management of U3A in different regions in Slovakia (Bratislava, Zilina, Zvolen); use and benefits of distance education for students of U3A; examples and advantages of distance learning.

HOW?

Keywords: adult learning innovative approaches older workers

Participants will: meet management of U3A (Bratislava, Zilina, Zvolen); discuss with students of U3A the advantages of distance learning; try out ICT instruments used in distance education; visit a university and take part in lectures and activities at U3A.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Univerzita tretieho veku pri Technickej univerzite vo Zvolene m viac ako 20 ron tradciu. S nstupom novch zrunost v oblasti IKT vytvraj aj tudenti U3V tlak na zlepujcu sa podporu vzdelvania. Ditann podpora tudentov U3V je nov forma vzdelvania, ktor tudenti vtaj. tudenti si njdu v systme prednky, prezentcie, diskusie. Chceli by sme sa podeli o sksenosti s ditannou metdou vzdelvania s kolegami z E a zvrazni monos podpory vzdelvania v starom veku, ale aj pre znevhodnen skupiny.

organiser(s): seLeCK erik Technical University in Zvolen, Centre for Continuing Education [Link] 24 Zvolen, 960 53 Tel. +421- 45 520 61 98 Email: selecky@[Link] Website: [Link]/cdv

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[Link]/en/cdv [Link]/[Link]?id=2259

246 CEDEFOP STUDY VISITS

UtILIsatIoN Des tIC DaNs LaPPReNtIssage

Lcole et les TIC en zone rurale: enjeux, intrts, perspectives

Numro de groupe: 205 Phase 2 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Encourager lacquisition de comptences cls dans tout le systme dducation et de formation

POURQUOI?

27/5/2013-31/5/2013 Privas, france

Langue de travail:

Les coles franaises rurales ont bnfici dun programme gouvernemental dquipement numrique en 2009. Quatre-vingt-douze coles ardchoises ont t quipes de tableaux numriques interactifs, dordinateurs portables et ont t formes lusage de ces matriels. Dautres tablissements ont profit de ce plan pour squiper et utiliser les outils numriques au quotidien. LInspection acadmique de lArdche souhaite valuer les effets et la pertinence de cet quipement sur les apprentissages des lves, partager cette valuation, changer et senrichir de lexprience de nos partenaires europens.

franais

QUOI?

Nombre de places: 12 Minimum requis: 6

Mots cls: apprendre apprendre comptences des enseignants et formateurs valuation (cole ou tablissement)

Le participant dcouvrira : les diffrents usages des TIC, dont les tableaux numriques, dans les coles et collges ruraux; les points forts, les limites, et les effets de ce programme sur les apprentissages des lves et la formation des matres; les perspectives, les volutions et les prolongements possibles.

COMMENT?

Le participant: observera le travail des enseignants et des lves en classe, dans diffrentes disciplines; rencontrera des enseignants, des conseillers pdagogiques, des inspecteurs et des responsables de collectivits locales; contribuera par son exprience enrichir lanalyse de la situation et les perspectives court et moyen terme de cette opration.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, chercheurs.

organisateur(s): ZaNoNI marc Education nationale, inspection acadmique de lArdche, IEN Aubenas 2 15 Avenue de Sierre Aubenas, 07200 Tel. 0033 475 35 68 33 Fax 0033 475 35 68 34 Email: [Link]@[Link] Website: [Link]/ia07

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[Link] [Link] [Link]

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ICT deployment and implementation in the educational system

Group No: 206 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system ICT tools have become extremely relevant as a means to achieve outstanding digital as well as communicative competence. During this visit, we will analyse policies followed in Catalonia on the implementation of ICT tools in the educational system, and see how this deployment has helped to improve digital competence among students. Combinating curriculum development, creativity, collaboration (class-group-pair work), and ICT tools are the ingredients for introducing this methodology into a system.

3/6/2013-7/6/2013 Barcelona, spain

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: policies adopted by the department of education to introduce ICT tools into the educational system; initiatives in schools to use ICT tools to foster creativity and collaborative learning; assessment of the learning process in a 2.0 environment; state-of-the-art practices: benefits and drawbacks; ways of fostering digital competence: learning communities, collaborative learning systems, repositories, social and open software; national level teacher training policies.

Keywords: communication in foreign languages digital competence intercultural education

HOW?

Participants will: visit primary and secondary schools involved in ICT projects; visit institutions responsible for initial and in-service training for teachers; meet experts and discuss policies and visions; communicate with principals, teachers and pupils.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

organiser(s): VIDaL saLVaDoR Joana Generalitat de Catalunya Departament dEnsenyament Via Augusta 202-222 Barcelona, 08021 Tel. +34- 935516900 ext.3790 Fax +34- 932 41 53 30 Email: jvidal@[Link] Website: [Link]/pap VIVaNCos I marti DEPARTAMENT DENSENYAMENT DE LA GENERALITAT DE CATALUNYA Via Augusta, 202 Barcelona, 08021 Tel. 0034 93 551 69 00 ex 3963 Fax 0034 93 241 53 41 Email: jvivanco@[Link] Website: [Link]/pap

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

La visita permitir compartir polticas y actuaciones para optimizar el proceso de aprendizaje mediante el uso de las TIC en centros de primaria y secundaria europeos, como elemento clave para la adquisicin de la competencia digital. Se analizar la formacin continua del profesorado para la integracin de las aplicaciones 2.0 en su prctica docente. Su rpido y fcil aprendizaje permite acercar al profesorado a su alumnado y acompaarlos en su crecimiento acadmico y cognitivo. En esta visita se expondrn propuestas tericas, estudios, recursos, proyectos e iniciativas TIC en Catalua. Los participantes visitarn centros educativos de primaria y secundaria y de formacin del profesorado. Se compartir la situacin en los pases representados y se debatirn perspectivas de futuro.

WWW.
[Link] [Link] [Link]/crea [Link]

248 CEDEFOP STUDY VISITS

Use of ICt IN LeaRNINg

IC3T (information and communication technology for teacher trainers)

Group No: 207 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The New Bulgarian University (NBU) is a private university dedicated to incorporating blended e-learning for languages successfully. The centre for foreign languages within NBU is a faculty offering language courses to students in eight languages. Among our priorities is to provide quality Internet-based learning. We organise regular in-house training for teachers. We learn from one anothers best practices as we recognise the need to constantly update our Internet-based teaching methods to meet the dynamics of life and students needs.

24/6/2013-28/6/2013 sofia, Bulgaria

Working language:

WHAT?

english

Participants will learn about: use of Moodle and Web 2.0 tools in pedagogically effective ways; developing e-learning content for blended learning; professional networking.

Number of places: 12 Minimum required: 8

HOW?

Keywords: digital competence innovative approaches

Participants will: share best practices and learn from one anothers experience; attend demonstration sessions where tutorials are delivered step by step; participate in practical hands-on sessions and learn while doing; explore the learning environment for themselves.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

, , , / . - 2.0, , .

organiser(s): VeLKoVa Verzhiniya New Bulgarian University 21, Montevideo blvd Sofia, 1618 Tel. 00359 28 11 04 43 Fax 00359 29 73 39 20 Email: vvelkova@[Link] Website: www. [Link]

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[Link] [Link]/[Link]?l=1008

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BILDUNg fR UNteRNehmeRIsChe KomPeteNZ

Das fcherbergreifende Unterrichtsprinzip Entrepreneurship Education

Gruppennummer: 208 antragsrunde 2 Art des Besuches: Berufsbildung

themeNBeReIChe:

Frderung des Erwerbs von Schlsselkompetenzen im gesamten System der allgemeinen und beruflichen Bildung

WARUM?

4/3/2013-8/3/2013 Innsbruck, sterreich

Arbeitssprache:

In der schulischen Ausbildung in Tirol werden unternehmerische Kompetenzen vermittelt. Entrepreneurship Education ist in den kaufmnnischen Schulen ein fcherbergreifendes Unterrichtsprinzip. Der Landesschulrat fr Tirol ist die zustndige Behrde fr alle berufsbildenden Schulen in Tirol und ist auch fr Qualittssicherung und Evaluierung verantwortlich. In Tirol gibt es ausgezeichnete berufsbildende Schulen.

WAS?

Deutsch

Anzahl der Teilnehmerpltze: 15 Erforderliche Mindestanzahl: 8

Schlsselwrter: allgemeines und berufliches Bildungsniveau qualittssicherung Unternehmerische Kompetenz

Die Teilnehmer werden Folgendes lernen: in Schulen eingebettete bungsfirmen; Unternehmerfhrerschein, ein international anerkanntes Zertifikat zum Nachweis von Wirtschaftskompetenzen; Zusammenarbeit von Wirtschaft und Schule anhand von Ingenieurprojekten; Kooperationsmodelle zwischen Wirtschaft und Schule; beispielhafte Trainee Programme in Unternehmen; Businessplan Wettbewerb, whrend dieses internationalen Wettbewerbs entwickeln Schlergruppen Businessideen und Konzepte; Marketingtrophy, whrend dieses Wettbewerbs entwickeln Schlergruppen Marketingkonzepte.

WIE?

Die Teilnehmer werden: verschiedene Schulen und Unternehmen besuchen, die sich in der Zusammenarbeit mit den Schulen fr die Vermittlung unternehmerischer Kompetenz einsetzen; in Form von Fachvortrgen die verschiedenen Mglichkeiten der Vermittlung von Entrepreneurship kennenlernen.

WER?

Bildungsbeauftragte in Unternehmen, Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Leiter von Berufsberatungszentren, Bildungs- und Berufsbildungsinspektoren, Schulleiter, Lehreraus- und -fortbildner, Bildungs- oder Berufsberater, Vertreter der Industrie- und Handelskammern sowie der Handwerkskammern, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von Arbeitgeberorganisationen und Interessenvereinigungen, Vertreter von rtlichen, regionalen und nationalen Behrden, Vertreter von Arbeitnehmerorganisationen und Interessenvereinigungen.

KURZe BesChReIBUNg Des BesUChes IN DeR sPRaChe Des gastgeBeNDeN LaNDes:

organisator(en): KoPPeLsttteR andrea Landesschulrat fr Tirol/Regional School Board of Tyrol Innrain 1 Innsbruck, 6020 Tel. +43-512 520 33-204 Fax +43-512 520 33-342 Email: [Link]@[Link] Website: [Link]

V dnenm globalizovanm svt znalost alespo dvou cizch jazyk dramaticky zvyuje uplatnn na mezinrodnm trhu prce. Zrove dobr znalost eskho jazyka je jeden z dleitch pedpoklad spnho zalenn mladch migrant do spolenosti. Vuka cizch jazyk v rmci celoivotnho vzdlvn se stala nezbytnou soust eskho vzdlvacho systmu. Clem studijn nvtvy je zskn a vmna zkuenost v oblasti vuky cizch jazyk ve vech stupnch vzdlvn, a to i v oblasti ppravy budoucch uitel cizch jazyk, zpsob motivace k vuce cizch jazyk, inovativnch metod v jazykovm vzdlvn, podpory vzdlvn v tto oblasti ze strany sttu a zizovatel kol. Zamme se tak na monosti spnho zaleovn mladch cizinc do systmu eskho kolstv.

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[Link] [Link] [Link]

250 CEDEFOP STUDY VISITS

eDUCatIoN foR eNtRePReNeURshIP

Cultivating innovative minds and brave hearts - How schools can foster tomorrows entrepreneurs
Group No: 209 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The northern part of Sweden is characterised by youth drain, mainly caused by high levels of unemployment among young people. Traditionally, young people in our region do not see entrepreneurship/self-employment as a natural alternative to employment. Skelleftea municipality has, for a long time, worked systematically to promote and develop a spirit of creativity and enterprise among pupils and young adults, with an aim to provide them with the necessary tools to find work in their home community. The municipality of Skellefteas work on creativity and entrepreneurship has attracted great interest over the years at regional, national and international levels, and has been presented as examples of best practice in both national and international contexts. The work on creativity and enterprise in Vasterbotten schools is closely linked to the Research Centre for Enterprise Learning at Umea University.

18/3/2013-22/3/2013 skelleftea, sweden

Working language:

english

WHAT?

Number of places: 12 Minimum required: 6

Keywords: entrepreneurship key competences young people

Participants will learn about: practical examples of schools work to strengthen young peoples creativity and spirit of enterprise; methods and instruments used to promote entrepreneurship in schools and pre-schools; local and regional policy initiatives and strategies for promoting enterprise learning at schools and pre-schools; spirit of entrepreneurship among children and teenagers throughout the entire school system in a medium-sized municipality in the northern part of Sweden.

HOW?

Participants will: visit primary, secondary and vocational schools; meet pupils and teachers working on innovations in the framework of young enterprise businesses; meet policy-makers and school office executives, teacher trainers and researchers from a teacher training college and the Research Centre for Enterprise Learning at Ume University.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): eDmaN Christina Skellefte kommun, European Office Stadshuset/City Hall Skellefte, 931 85 Tel. +46-910 58 54 49 Fax +46-910 73 70 55 Email: [Link]@[Link] Website: [Link]

Norra Sverige karaktriseras av youth drain bl a pga hg ungdomsarbetslshet. Av tradition har f ungdomar i vr region sett fretagande som ett sjlvklart alternativ till anstllning, och det faktum att mnga ungdomar flyttar frn orten riskerar att ocks utgra en negativ pverkan p den lokala och regionala tillvxten. Skellefte kommun har under en lng period arbetat p bred front med att systematiskt och strategiskt stimulera och utveckla barns kreativitet och fretagsamhet, och drigenom ge dem verktyg fr att lttare skaffa sig frsrjning i sin hemkommun. En uttalad mlsttning r att samtliga barn och elever i kommunens skolor, i ldrarna 1-19 r, under hela sin skolgng ska f mjlighet att utveckla svl sin inre som yttre fretagsamhet.

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[Link] [Link] [Link]

CATALOGUE 2012/13 251

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Approaches to intercultural and civic competences in early childhood education

Group No: 210 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Life at present in Europe and even more in the future, makes high demands on children and on their professional educators. The new generation has to find its way in an enlarged Europe, develop mobility across borders and at the same time handle multicultural diversity in their own countries. For professionals in early education, it is necessary to know methods to encourage cultural awareness and to exchange across national boundaries to strengthen steady professionalisation of early years education. Since 2009, our organisation has offered a wide range of training courses for early childhood educators on intercultural learning and democratic participation.

1/3/2013-15/3/2013 aurich, germany

Working language:

WHAT?

english

Number of places: 15 Minimum required: 7

Participants will learn about: innovative approaches and methods for strengthening cultural awareness, intercultural competences and civic competences for children between three and eight years; how to give advice to pre-school institutions on LLP; develop recommendations for European competence in early education.

HOW?

Keywords: cultural awareness and expression intercultural education social and civic competences

Participants will: visit pre-school institutions (kindergarten, Krippe, Hort) involved in civic and intercultural education; see methods and practical tests for compatibility in early childhood; investigate initiatives for a pan-European network of early childhood educators.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Der Gedanke einer europischen interkulturellen Bildung macht auch vor dem Kindergarten nicht halt. Die neue Generation soll sich in einem erweiterten Europa zurechtfinden, Mobilitt ber die Grenzen hinweg entwickeln und gleichzeitig mit der multikulturellen Vielfalt im eigenen Lande umgehen knnen. Fr frhpdagogische Fachkrfte ist es notwendig, einen Austausch ber nationale Grenzen hinweg zu strken, um eine stetige Professionalisierung zu garantieren und um die gesellschaftliche Anerkennung des eigenen Berufsfeldes voranzutreiben. Unsere Institution fhrt seit 2009 ein viel beachtetes Modellprojekt zur Qualifizierung frhpdagogischer Fachkrfte fr die europabezogene Bildung durch.

organiser(s): seINeN-sChatZ Ulrike Europahaus Aurich, DeutschNiederlaendische Heimvolkhochschule e.V. Von-Jhering-Str. 33 Aurich, 26603 Tel. +49 49 41 95 27 20 Fax +49 49 41 95 27 27 Email: seinen-schatz@[Link] Website: [Link]

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[Link] [Link] [Link]/ [Link]/ [Link]/

252 CEDEFOP STUDY VISITS

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Embedding environmental education into the curriculum

Group No: 211 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Environmental education, a strategic topic at European level, has reached a significant point the past few years in southwestern France, particularly in Midi-Pyrenes, where national and regional policies are quite efficient and successful. The local context is conducive to the visit, which will encompass several presentations of various exemplary local projects. The cole nationale de formation agronomique (ENFA) of Toulouse, host organisation, is a training institution for secondary school teachers in the green sector (agriculture, forestry and environment).

18/3/2013-22/3/2013 Castanet-tolosan, france

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about : environmental education policies in Europe, through exchanges of experience and observation of practical examples in Midi-Pyrenees; environmental education embedded in curricula in different European countries; relationships between the school system, authorities and organisations involved in environmental education; new partnerships for future European projects.

HOW?
Keywords: sustainable development

Participants will: visit local secondary, vocational and agricultural schools, most of which are involved in European projects; talk to teachers and students; attend presentations of pilot projects, involving the whole school community (teachers, staff, students, parents), to preserve the environment and prevent or repair damage to it; meet with regional authorities and non-profit organisations.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Le but de la visite est de donner aux participants une vision densemble sur les rcents dveloppements de lducation lenvironnement dans le Sud-Ouest de la France et une occasion dchanger sur les politiques menes dans leurs pays dorigine. Visites de lyces et collges autour de Toulouse, dont la plupart sont engags dans des projets europens. Discussions avec les professeurs et les lves. Prsentation de projets-pilotes sur la thmatique tudie. Prsentation des programmes publics dencouragement et dincitation aux actions dducation lenvironnement.
organiser(s): RayNaUD sophie ENFA Toulouse 2 route de Narbonne - BP 22687 Castanet - Tolosan Cedex, 31326 Tel. +33 561 75 34 63 Fax +33 561 75 03 09 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]

CATALOGUE 2012/13 253

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

New approaches to raising young peoples sense of responsibility

Group No: 212 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The principle of sustainable development is one of five main aspects of the government of Baden-Wrttemberg (BW), which is currently composed of the Green Party and the Social Democrats. BW therefore set up a project (2011-14) for sustainable and global development in VET. The current project aims to support schools in strengthening young peoples characters and enable them to examine social, economic, political and environmental developments critically. They need to learn how to assess and comprehend the options in a global world in order to acquire the skills to manage future challenges in their professional and everyday lives. One expected result of the visit is initiation of a European-wide project.

8/4/2013-12/4/2013 stuttgart, germany

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: implementation of education for sustainable development in vocational education; measuring competences gained through education for sustainable development; fostering cooperation and networks between schools and NGOs.

HOW?
Keywords: social and civic competences sustainable development young people

Participants will: see education of sustainable development in theory and practice as a principle in VET; discuss the outcome of the current project in BW; discuss aspects of sustainable development with students, teachers and vocational trainers; receive information, ideas and practical advice for implementing sustainable development in vocational education; possibly visit the international fair for fair trade and globally responsible and sustainable trade in Stuttgart.

WHOM?

organiser(s): KUgLeR susanne Ministerium fr Kultus, Jugend und Sport Knigstrae 44 Stuttgart, Baden-Wrttemberg 70173 Tel. +49- 71 12 79 27 58 Fax +49- 71 12 79 29 42 Email: [Link]@[Link] Website: [Link] NoaCK Ingo Ministerium fr Kultus, Jugend und Sport Schlossplatz 4 Stuttgart, 70173 Tel. +49-711 279 26 47 Fax +49-711 279 29 42 Email: [Link]@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Das Prinzip der Nachhaltigkeit ist eine von fnf Leitlinien, an denen sich die Regierungsarbeit in den kommenden Jahren orientieren wird. Bildung fr nachhaltige Entwicklung soll sich dabei als roter Faden durch alle Bildungsplne ziehen, im Leitbild aller Bildungseinrichtungen und in der Ausbildung aller Pdagogen/innen verankert werden. Durch den Studienbesuch lernen die Teilnehmer/innen Implementierungsmglichkeiten von BNE in die schulische Bildung und Erziehung kennen. Im Mittelpunkt steht hierbei ein Projekt der Kultusministerkonferenz und des Bundesministeriums fr wirtschaftliche Zusammenarbeit zur Umsetzung des Orientierungsrahmens fr den Lernbereich Globale Entwicklung in der beruflichen Bildung.

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254 CEDEFOP STUDY VISITS

DUCatIoN PoUR UNe CItoyeNNet aCtIVe et UN DVeLoPPemeNt DURaBLe

Ressources locales et ducation - formation au dveloppement durable

Numro de groupe: 213 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe:

Encourager lacquisition de comptences cls dans tout le systme dducation et de formation

POURQUOI?

8/4/2013-12/4/2013 agen, france

Langue de travail:

franais

LInstitut Universitaire de Formation des Matres (IUFM) forme tous les enseignants (Master). Lducation et la formation au dveloppement durable sont des grands axes de la politique de lIUFM dAgen. Il offre deux parcours en Master: lun dans le domaine de lducation pour former les futurs enseignants des coles primaires, lautre pour former des spcialistes du dveloppement durable dans le domaine de la formation professionnelle (qui peuvent devenir des interlocuteurs denseignants loccasion de partenariats). La formation sarticule aux ressources locales grce des partenariats avec des structures de mdiation. LIUFM dAgen est engag dans un processus participatif destin atteindre, au niveau local, les buts de lAgenda 21 (plan daction sign par 173 chefs dtat lors du sommet de la Terre Rio en 1992); il participe galement au processus engag par le Conseil Gnral de notre rgion, dans ce mme contexte, autour des questions dducation et de formation.

Nombre de places: 12 Minimum requis: 7

QUOI?

Mots cls: comptences des enseignants et formateurs comptences sociales et civiques dveloppement durable

Le participant dcouvrira: lintgration du dveloppement durable en formation professionnelle des enseignants et des formateurs; lexploitation des ressources locales en ducation-formation au dveloppement durable (E.D.D); les partenariats avec des acteurs de diffrents horizons (collectivits territoriales, entreprises, associations); lutilisation des technologies de linformation et de la communication en E.D.D; lvaluation dune formation en E.D.D.

COMMENT?

Le participant: alternera visites de terrain et rencontres dacteurs; changera avec des acteurs de lducation au dveloppement durable: formateurs, mdiateurs, chargs de projet; visitera des structures dducation au dveloppement durable (cole labellise cocole, structures de mdiation); changera avec les tudiants en formation; utilisera une plate-forme de mutualisation (cre et administre par lIUFM) pour le suivi et les changes entre participants pendant et aprs la visite dtude.

POUR QUI?

organisateur(s): DessagNe Denis Institut Universitaire de Formation des Matres, antenne dAgen, Universit Montesquieu-Bordeaux IV 156 Avenue Jean Jaurs Agen, 47000 Tel. 0033 553 68 41 54 Fax 0033 553 68 41 55 Email: secdir47@[Link] Website: [Link] accueil

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, chefs de dpartements, conseillers pdagogiques ou dorientation, chercheurs.

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[Link] [Link] [Link]/fr/le-conseil-general/[Link] [Link]/ [Link]/ [Link]

CATALOGUE 2012/13 255

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Towards an innovative health education curriculum: theory and practice

Group No: 214 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The need for systematic introduction of health education programme in schools constitutes an engagement of the Ministry of Education and Culture in Cypriot educational reform. An innovative health education curriculum has been developed whose central goal is to activate students, parents and others within the community, to develop skills to work together and bring changes fruitful for their own and others health. Its emphasis is not on how to persuade the individual to change behaviour, but on how to equip individuals to collaborate, develop partnerships and create supportive environments conducive to health. The new curriculum was developed to help with its health promotion aspiration and prevent the individualistic perspective of health education. The study visit aims to enrich participants knowledge of theoretical perspectives of the new health education curriculum and observe examples of good practice.

8/4/2013-12/4/2013 Nicosia, Cyprus

Working language:

english

WHAT?

Number of places: 15 Minimum required: 8

Keywords: curriculum health education innovative approaches

Participants will learn about: the theoretical perspective of the new health education curriculum; examples of good practice on promoting innovative approaches towards health education; activating students, parents and others within the community; new approaches for collaboration, development of partnerships and creation of supportive environments conducive to health.

HOW?

Participants will: visit urban/rural primary schools; observe classroom lessons; meet health education experts; visit the University of Cyprus and the Pedagogical Institute.

WHOM?

Educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations.

organiser(s): IoaNNoU soula Ministry of Education and Culture Kimonos and Thoukididou Nicosia, 1434 Tel. +357- 22 80 95 27 Fax +357- 22 80 06 66 Email: soulaioannou@[Link] Website: [Link]/agogiygeias/

WWW.
[Link]/agogi_ygeias/

256 CEDEFOP STUDY VISITS

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Raising awareness of protection of the environment

Group No: 215 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Ill treatment of the environment resulting in degradation of our quality of life, raises the alarm to make us aware of the crucial need to help natures soul stay alive. Participants will get acquainted with innovative approaches and policies that constitute inspiring points of reference for initiatives and action in both formal and non-formal education. These practices, which promote development of young peoples key competences while joining extra-curricular activities, will help all age groups combine knowledge, skills and attitudes to attain personal fulfilment.

22/4/2013-26/4/2013 Corinth, greece

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: initiatives that raise awareness of the need to protect the environment; innovative approaches that help children to learn easier and faster and trigger their interest and esteem; practices that promote development of young peoples key competences; effective approaches that lead to development of social and civic competences and increase self-esteem of young people; activities that help to learn how to learn.

Keywords: extra-curricular activities innovative approaches social and civic competences

HOW?

Participants will: meet teachers and teacher-trainers who raise awareness of environmental issues; visit primary and secondary schools that have implemented projects on environmental education; share effective methods leading to protection of the environment; visit an environmental museum; participate in learning by doing environmental activities.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

, . . , .
organiser(s): PaNagIaRI maria IKY 1 Makri St. & Dion. Areopagitou Athens, 11742 Tel. +30- 2103726398 Fax +30- 2103221263 Email: studyvisits@[Link] mpanagiari@[Link] Website: [Link]

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[Link] [Link]

CATALOGUE 2012/13 257

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Education for active citizenship and sustainable development in schools

Group No: 216 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system From 2005 to 2014 is the UN decade of education for sustainable development. Education is the foundation for sustainable social and economic development and active citizenship, allowing students to acquire the values, knowledge and skills required for a more sustainable future. Education for sustainable development is a comprehensive approach to teaching and learning. It includes key issues such as human rights, poverty reduction, sustainable living, environment, equality, corporate social responsibility and protection of cultures. In Ireland, schools offer a holistic approach to education for sustainable development and active citizenship that encourages critical thinking and responsible attitudes through the curriculum and through programmes and support provided by NGOs. This visit is hosted by Largas, the national agency for managing the lifelong learning programme in Ireland.

23/4/2013-26/4/2013 Dublin, Ireland

Working language:

english

WHAT?

Number of places: 12 Minimum required: 7

Keywords: curriculum social and civic competences sustainable development

Participants will learn about: principles of education for sustainable development and active citizenship; integration of sustainable development and active citizenship into the curriculum; support and programmes provided by NGOs to schools; transition year, a school year dedicated to preparing and developing students as responsible, participative and autonomous members of society.

HOW?

Participants will: discuss the topic with policy-makers, national experts and representatives of NGOs; visit schools and projects outside the classroom; meet students and teachers; observe innovative projects and classroom practice.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

organiser(s): DaRCy Ivanna Largas 189 Parnell Street Dublin, 1 Tel. +353-1 887 12 58 Fax +353-1 873 13 16 Email: idarcy@[Link] Website: [Link]

WWW.
[Link] [Link] [Link]

258 CEDEFOP STUDY VISITS

eRZIehUNg ZUR aKtIVeN BRgeRsChaft UND ZUR NaChhaLtIgeN eNtWICKLUNg

Bildung fr nachhaltige Entwicklung, zukunftsorientiertes Denken

Gruppennummer: 217 antragsrunde 2 Art des Besuches: allgemeine Bildung

themeNBeReIChe:

Frderung des Erwerbs von Schlsselkompetenzen im gesamten System der allgemeinen und beruflichen Bildung

WARUM?

13/5/2013-17/5/2013 Krems an der Donau, austria

Arbeitssprache:

Erziehung zur aktiven Brgerschaft an Praxisbeispielen; Gestaltungskompetenz durch Umweltbildung im Unterricht erwerben; Ziel: aktive Unionsbrgerschaft Fachwissen durch Referent/innen (Umweltbildung) und Praxisbeispiele von KOLOG-Schulen kennen lernen: Umwelt Energie - Gesundheit; Austausch der Teilnehmer/innen zur Bildung fr nachhaltige Entwicklung an Schulen auf europischer Ebene.

WAS? Deutsch

Anzahl der Teilnehmerpltze: 15 Erforderliche Mindestanzahl: 7

Die Teilnehmer werden Folgendes lernen: kologische, konomische und soziale Fragen der Gegenwart im Unterricht an Schulen implementieren; kritisches und vernetztes Denken frdern Themen diskutieren Lsungsstrategien gemeinsam entwickeln Kommunizieren, Konsens herstellen; Unterrichtsmethoden kennen lernen: Teamarbeit Partizipation - Qualittskriterien fr erfolgreichen Projektunterricht.

WIE?
Schlsselwrter: allgemeines und berufliches Bildungsniveau Lernkompetenz Nachhaltige entwicklung

Die Teilnehmer werden: Vortrge zu den Themen Partizipation, Werteerziehung, Umwelt und Gesundheitserziehung hren und sich an Diskussionen beteiligen; das KOLOG-Schulprogramm (derzeit 400 Schulen in sterreich, davon 100 in Niedersterreich) kennen lernen; KOLOG-Schulen besuchen; an Exkursionen teilnehmen (Obst- und Weinbau, kologische Landwirtschaft) - Natur- und Kulturgter in Wien, Krems und Umgebung besichtigen - die Landesregierung und den Landesschulrat fr Niedersterreich in St. Plten besuchen.

WER?

Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Bildungs- und Berufsbildungsinspektoren, Schulleiter, Lehreraus- und -fortbildner, Bildungs- oder Berufsberater, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen.

organisator(en): fIgL ernst Landesschulrat fr Niedersterreich Rennbahnstr. 29 St. Plten, 3109 Tel. +432742 280 51 21 Fax +432742 280 11 11 Email: [Link]@[Link] Website: [Link]

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[Link]/ [Link]/ [Link]/cgi-bin/cms/[Link]?navid=48 [Link]/schule_oekolog.asp [Link]/schulen/unterricht/ prinz/[Link] [Link]

CATALOGUE 2012/13 259

eDUCatIoN foR aCtIVe CItIZeNshIP aND sUstaINaBLe DeVeLoPmeNt

Promoting European volunteering for humanitarian and development issues

Group No: 218 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system France has developed a new concept of social and solidarity-based economics (ESS), which combines social entrepreneurship and values of solidarity from civil society organisations, non governmental organisations, associations, foundations, cooperatives, and many other institutions from the non-profit sector. It respresents more than 10% of the wage mass, 9% of entreprises and more than 2 million employees. Under the lifelong learning programme, Afromedianet conducts a traineeship programme on cooperation and development for students and recent graduates seeking to pursue a career in international development and humanitarian work. Promoting cross-border volunteering as a means to engage young people translates the fundamental values of justice, solidarity, inclusion and citizenship upon which Europe is founded into action.

27/5/2013-31/5/2013 seyssel, france

Working language:

english

WHAT?

Number of places: 12 Minimum required: 7

Participants will learn about: youth mobility and volunteering: adding value to European citizenship; professionalisation of the non-profit sector: challenges, successes and opportunities; validation of non-formal and informal learning through volunteering; EUs external relations: EU policies, cross-border and international volunteering as an expression of corporate social responsibility; EU funding programmes for humanitarian aid and volunteering.

Keywords: lifelong learning programme social and civic competences volunteering

HOW?

Participants will: attend presentations on cross-border volunteering activities in Europe; discuss volunteering and social and solidarity-based economy at interregional level; improve openness and awareness that volunteering is positive for promoting European citizenship; visit the United Nations and Red Cross museum.

WHOM?

Company training managers and human resource managers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): moNeKosso ticky Afromedianet 4, rue du Vieux Pont Seyssel, 01420 Tel. +33- 952 86 64 28 Fax +33- 952 86 64 28 Email: networking@[Link] Website: [Link]

Afromedianet est une organisation non governmentale base Seyssel (France) et specialise sur les droits de lhomme, les questions de development et les affaires humanitaires. Afromedianet acceuille de jeunes diploms de lenseignement suprieur pour des stages pratiques en cooperation et development. Cette visite dtude a pour objectif de promouvoir le voluntariat des jeunes europens dans les affaires humanitaires et de development en regard des valeurs fondamentales de lUnion europenne que sont la justice sociale, la solidarit et la citoyennte europenne.

WWW.
[Link] [Link]/fr/clubs/rhonealpes/agenda/evenement-55/l-entreprenariat-solidaire-et-social. html [Link] [Link]/ [Link]/virtual_tour/palais_des_nations.html [Link] eyv2011/doc/National%20report%[Link] [Link]/

260 CEDEFOP STUDY VISITS

DeVeLoPINg CReatIVIty IN LeaRNINg aND teaChINg

Better school design for better, safe and creative learning

Group No: 219 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Creativity will be a benchmark for professional success in the global economy. School design should nurture students to think creatively, apply critical thinking and problem-solving skills. The government launched a programme to review design of all State schools to improve teaching and learning and place educational institutions at the heart of communities. They initiated a study involving parents, staff and students as quality of education depends on students, teachers, parents, standards, discipline and motivation. Students, teachers, staff and the local community deserve to work, learn and play in pleasant conditions. Good facilities where young people can learn and grow are an important piece of the education puzzle and can give inspiration for creativity.

8/4/2013-12/4/2013 ankara, turkey

Working language:

WHAT?

english

Number of places: 12 Minimum required: 5

Participants will learn about: government strategy to improve the educational system and the State schools; initiatives to improve design of educational institutions in Ankara; effect of a well-designed educational environment on educational aims; how individual needs (special educational needs, disability) are met; differences between State and private schools, including physical space; cooperation of design teams with students and teachers/trainers for an optimal design.

Keywords: innovative approaches parents involvement school environment

HOW?

Participants will: visit State and private schools, higher education institutions campuses, historical educational buildings in and around Ankara; visit an ideal educational institution that considers lighting, energy, safety, technology, functionality and aesthetics; meet representatives of the national authority and academics.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres and pedagogical or guidance advisers, head teachers, teacher trainers, owners/managers of SMEs, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations and representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

ocuklara sunulan eitim durumlar kadar, eitim ortamlar da nemlidir. ocuklarn iinde bulunduklar evre, yaptklar etkinlikler ve geliimleri birbiriyle yakndan ilikilidir. Fiziksel ortam; sosyal ve psikolojik yaantda, streste, kiisel ve grup hedeflerinde baarl olmakta, bireyin sosyal etkileimlerinde ve olumlu duygular gelitirmesinde nemli lde etkilidir. Mimari olarak iyi dzenlenmemi, aydnlatlmam ve gri gibi renklerle renklendirilen mekanlar olumsuz yz ifadelerine ve yaratclktan uzak eitim deneyimine neden olmaktadr.
organiser(s): KUmDaKCI CaN mehtap The Centre for EU Education and Youth Programmes Mevlana Bul. No:181 Balgat Ankara, 06520 Tel. +90 31 24 09 61 87 Fax +90 31 24 09 60 99 Email: mcan@[Link] Website: [Link]

WWW.
[Link]/en/welcome [Link]/national/education/[Link] [Link]/commentisfree/2010/jul/11/education-school-building-projects [Link]/document/41/0,3746,en_2649_35961311_8002921_1_1_1_1,[Link] [Link]/resources/articles/[Link]

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DeVeLoPINg CReatIVIty IN LeaRNINg aND teaChINg

How cities can innovate education

Group No: 220 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system The city education project of So Joo da Madeira is an instrument of educational governance based on community participation and strategic planning in formal, non-formal and informal education. Within the project framework, different departments of city hall, non-governmental organisations, a museum, public libraries, health and police departments, enterprises and companies see themselves as educating agents and promote more than 40 programmes throughout the year. Our city is an active member of the International Association of Educating Cities. The visit aims at sharing ideas, experiences and best practices for further cooperation.

8/4/2013-12/4/2013 s. Joo da madeira, Portugal

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: importance of partnerships for the success of education policy; transformation of school culture, social and institutional relations; organisation of extracurricular activities; local practices in science education at kindergarten and primary schools; interactive education programmes provided by museums, libraries, exhibitions, enterprises; equal opportunities for socially disadvantaged children in access to general education.

Keywords: competences in science and technology extra-curricular activities social partners

HOW?

Participants will: visit kindergartens and primary schools; observe teachers work in the classroom; meet guidance counsellors working in disadvantaged areas; visit museums, libraries, exhibitions, enterprises; attend a workshop with Portuguese and foreign teachers and trainers from 16 cities; participate in daily meetings to discuss curriculum, experience and practice.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): Costa Nelson Municpio de S. Joo da Madeira Avenida da Liberdade, Frum Municipal S. Joo Da Madeira, 3700-956 Tel. +351- 256200200 Fax +351- 256200214 Email: nelsoncosta@[Link] Website: [Link]

O Projeto Educativo Municipal de S. Joo da Madeira tem como parceiros escolas, instituies e empresas. Mais de 40 programas so organizados para todos os pblicos, contribuindo para favorecer a criao de relaes de cooperao Escola/Famlia, tratar o conhecimento de forma interdisciplinar e estimular atitudes de solidariedade para a construo de uma atitude democrtica. A visita de estudo pretende contribuir para partilhar experincias entre diferentes atores, colocando os participantes em contacto com as escolas que recebem os projetos e as instituies que os organizam. Daremos um especial enfoque educao artstica e cincia experimental nas EB1/JI, com tradio na comunidade.

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[Link] [Link] [Link] [Link]/Portal/eN [Link]

262 CEDEFOP STUDY VISITS

DVeLoPPemeNt De La CRatIVIt DaNs LaPPReNtIssage et LeNseIgNemeNt

Exprimentation de lapproche orientante

Numro de groupe: 221 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe:

Encourager lacquisition de comptences cls dans tout le systme dducation et de formation

POURQUOI?

13/5/2013-15/5/2013 saint ghislain, Leuze et soignies, Belgique

Langue de travail:

franais

Lexprience dapproche orientante sinscrit dans une campagne de revalorisation de lenseignement qualifiant. Lambition est de renverser limage ngative dveloppe autour de cette filire lducation et la formation professionnelle formelle pour lves de 14 18 ans en reconstruisant lorientation scolaire. Lapproche orientante vise dvelopper la maturit vocationnelle des lves afin de leur permettre dassumer leur choix dorientation. Mais elle concerne aussi les mthodes destines aider les lves faire ce choix. Lorientation conue comme une facult de rflexion, dautonomie et dadaptation doit permettre aux jeunes de construire leur avenir, de russir leur intgration sociale et leur panouissement personnel. La Province de Hainaut a amorc avec lappui de la Facult de psychologie et des sciences de lducation de lUniversit de Mons, une exprience dapproche orientante, un concept qui concerne lensemble de lquipe pdagogique enseignants et coordinateurs pdagogiques. Cette visite sera loccasion dchanger sur de telles exprimentations.

Nombre de places: 12 Minimum requis: 6

QUOI?

Mots cls: approches innovantes orientation tout au long de la vie validation des acquis non formels et informels

Le participant dcouvrira: lexprimentation de lapproche orientante: instruire, socialiser et qualifier; le contexte global de la revalorisation de lenseignement qualifiant; la participation de lUniversit de Mons dans cette dmarche.

COMMENT?

Le participant: observera des cours (gnraux, techniques et professionnels) dlivrs dans des coles pilotes de la Province de Hainaut pour tudiants en cursus scolaire selon les principes de lapproche orientante. Ces cours rpondent trois questionnements: comment donner du sens aux apprentissages, comment articuler motivation et apprentissage et comment inscrire le dveloppement de carrire au cur du processus scolaire. aura loccasion dchanger avec les personnes impliques dans cette exprimentation.

POUR QUI?

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, inspecteurs denseignement et de formation professionnels, conseillers pdagogiques ou dorientation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales, chercheurs.

organisateur(s): RossI Bruno Direction Gnrale des Enseignements en Hainaut 102, avenue gnral de Gaulle Mons, 7000 Tel. 0032 65 38 26 09 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]

CATALOGUE 2012/13 263

eNtWICKLUNg VoN KReatIVItt Im BeReICh LeRNeN UND LehRe

Kunst, Unterhaltung und Erholung

Kunst und Kultur in der Schulausbildung und im Studium

Gruppennummer: 222 antragsrunde 2 Art des Besuches: gemischt

themeNBeReIChe:

Frderung des Erwerbs von Schlsselkompetenzen im gesamten System der allgemeinen und beruflichen Bildung

WARUM?

20/5/2013-24/5/2013 Koice, slowakei

Arbeitssprache:

In dieser Region der Slowakei (Ostslowakei) leben mehrere ethnische Minderheiten, die ihre Kultur pflegen und entwickeln. Die Aufgabe der Schule auf diesem Gebiet sollte sein, das Kulturerbe von Minderheiten nicht nur anzuerkennen, sondern auch zu frdern. Kosice ist seit vielen Jahren eine multikulturelle Stadt und wird im Jahr 2013 die europische Kulturhauptstadt. Das Schulbezirksamt ist verantwortlich fr die methodische Beratung und Weiterbildung der Schulleiter und Lehrer im Bezirk Kosice.

WAS? Deutsch

Anzahl der Teilnehmerpltze: 12 Erforderliche Mindestanzahl: 8

Die Teilnehmer werden Folgendes lernen: Bedingungen der Entwicklung von Kreativitt an verschiedenen Schultypen; Arbeitsmethoden zur Entwicklung des Kulturbewusstseins an Schulen; Methoden und Formen der interkulturellen Bildung; wie die Kultur zur persnlichen Entwicklung beitrgt.

WIE?

Schlsselwrter: Interkulturelle Bildung Kulturbewusstsein und kulturelle ausdrucksfhigkeit schlsselkompetenzen

Die Teilnehmer werden: verschiedene Schultypen und Kultureinrichtungen besuchen; die Arbeit der Lehrer in den Klassenrumen beobachten; Lehrer, Schler und Studenten treffen.

WER?

Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Bildungs- und Berufsbildungsinspektoren, Schulleiter, Lehreraus- und -fortbildner, Bildungs- oder Berufsberater, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von rtlichen, regionalen und nationalen Behrden.

KURZe BesChReIBUNg Des BesUChes IN DeR sPRaChe Des gastgeBeNDeN LaNDes:

Na vchodnom Slovensku ije viacero nrodnost, ktor rozvjaj svoju kultru. lohou koly je nielen oboznamova mlad generciu s identickou kultrou predkov, ale aj ui deti a mlde kultrne dedistvo zachovva a alej rozvja. Koice s oddvna multikultrnym mestom a v roku 2013 sa stan eurpskym hlavnm mestom kultry. K v Koiciach poskytuje metodick poradenstvo pre riaditeov a uiteov kl Koickho kraja. astnci nvtevy spoznaj prcu uiteov na rznych kolch, ich pracovn metdy pri rozvoji kultrneho povedomia iakov, ako aj pri rozvoji interkultrnych kompetenci. Bud ma monos stretn sa s uitemi, iakmi a tudentmi a zastni sa rznych diskusi. Navtvia kultrne intitcie ako aj kultrne podujatia.

organisator(en): MOCHNOV Helena Krajsk kolsk rad v Koiciach Zdielska 1 Koice, 040 78 Tel. +421-55 724 51 16 Fax +421-55 724 54 37 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]

264 CEDEFOP STUDY VISITS

DeVeLoPINg CReatIVIty IN LeaRNINg aND teaChINg

Web-based tools for flexible, innovative and creative teaching and learning
Group No: 223 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In Santiago de Compostela, schools and university cooperate on students competences (eight competences), development of personalised learning, and assessment techniques to acquire key competences and integrate web-based tools into teaching and learning. Teaching strategies of the host institutions focus on implementing problem-solving, content and language integrated learning (CLIL) methodology and significant learning. They also include pedagogies for lifelong learning, updating assessment methods, developing an entrepreneurial mindset and strategies to evaluate learning outcomes. Host institutions have much experience in European projects and teacher training.

17/6/2013-21/6/2013 santiago of Compostela, spain

Working language:

WHAT?

english

Number of places: 16 Minimum required: 6

Participants will learn about: online training and support for teachers; e-learning content and collaborative project methodologies; examples of best practice on e-learning materials, interactive multimedia content and collaborative learning; strategies to evaluate learning outcomes; how to select suitable e-learning software.

Keywords: content and language integrated learning (CLIL) digital competence innovative approaches

HOW?

Participants will: visit educational settings to observe use of web-based tools and how they are integrated into teaching and learning; meet teachers and talk to students about collaborative learning methodologies; discuss examples of good practice on e-learning material.

WHOM?

organiser(s): tRIgo mIRaNDa milagros CPI O Cruce/University of Santiago of Compostela Campo da Feira S/N Cerceda, A Corua, 15185 Tel. +34- 981 68 50 53 Fax +34- 981685129 Email: mtrigo@[Link] Website: [Link] net/ CeBReIRo LoPeZ Beatriz CPI O Cruce/Universidad Santiago de Compostela Campo da Feira S/N Cerceda- A Corua, 15185 Tel. 0034 981685053 Fax 0034 981685129 Email: mtrigo@[Link] Website: [Link] net/museo4

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, representatives of chambers of commerce/ industry/crafts, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Los centros educativos deben contar con personas capacitadas para dinamizar y difundir la integracin de herramientas digitales en el proceso de enseanza-aprendizaje, ofrecer una enseanza innovadora y creativa y conectar la enseanza- aprendizaje con el mundo laboral. Los organizadores de esta visita han participado en proyectos de investigacin y han desarrollado un modelo de e-learning. Los participantes aprendern a: desarrollar competencias digitales, integrar herramientas web en la enseanza-aprendizaje y conocer las mejores estrategias y metodologas, conectar la enseanza con el mundo del trabajo. Se realizarn talleres para la alfabetizacin digital e integracin de recursos TIC en la enseanza, cursos para desarrollar mentes creativas, innovadoras y emprendedoras.

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[Link] [Link] [Link] [Link]

CATALOGUE 2012/13 265

LeaRNINg mathematICs aND sCIeNCe

Development of key competences in mathematics and science

Group No: 224 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Bulgaria has a good tradition in mathematics and science education. This is confirmed by successful performance of Bulgarian students in international mathematics and science olympiads and forums. The host organisation is an institution associated with the development and application of models and mechanisms for monitoring and evaluating the quality of education. Participants will be introduced to models for monitoring and evaluating progress in studentss key competences in mathematics and science.

11/3/2013-15/3/2013 sofia, Bulgaria

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: good practices of teaching mathematics and science in comprehensive schools; good practice of extracurricular activities in mathematics and science; training students for olympiads and competitions; opinions and estimates of representatives of various educational institutions; models for monitoring and assessment.

HOW?

Keywords: competences in science and technology mathematical competence

Participants will: visit primary, general secondary schools, vocational secondary schools; observe teachers work in classrooms; talk to teachers and pupils; meet teachers from the university, developers, heads of schools and a local politician.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, head teachers, teacher trainers, heads of departments, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

. , . . .

organiser(s): shUmaNoVa galya Centre for Control and Assessment of the Quality in Education [Link] shose 125, bl. 5 Sofia, 1113 Tel. +359- 2 970 56 64 Fax +359- 2 870 20 62 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]

266 CEDEFOP STUDY VISITS

LeaRNINg mathematICs aND sCIeNCe

Cross-curricular application of mathematics for 4-to-16 year-olds in England

Group No: 225 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In 2008, an independent review of mathematics teaching in early years settings and primary schools identified the need for increased focus on use and application of mathematics and in 2011 a world class mathematics education for all our young people recommended that children should also meet mathematics as often as possible when covering the rest of the curriculum as well as in other school activities. Schools in Solihull have a history of working creatively and innovatively to prepare children for life beyond school and Solihull has links with national organisations and companies that engage children in work and related learning and development of applied numeracy skills. Solihull local authority is a high-achieving authority in the heart of the country with excellent cultural and industrial links.

11/3/2013-15/3/2013 solihull, england, United Kingdom

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: initiatives to embed mathematics teaching and learning across the curriculum; improved effectiveness of using and applying mathematics in primary and secondary education; how links with local industry and business have improved learning mathematics.

Keywords: curriculum innovative approaches key competences

HOW?

Participants will: visit primary and secondary schools that have developed outstanding practice in using and applying mathematics; observe teachers working in the classroom and discuss impact of approaches; meet local leaders of education and in-service trainers who have supported schools in developing their practices.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

organiser(s): WoRRaLL Clive Solihull Metropolitan Borough Council P.O. Box, Council House Solihull, B91 9QU Tel. +44(0) 12 17 04 66 29 Fax +44(0) 12 17 04 80 65 Email: cworrall@[Link] Website: [Link]/

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[Link]/publications/standard/mathematics/Page1 [Link]/[Link]?cit_id=383790 [Link]/ v

CATALOGUE 2012/13 267

LeaRNINg mathematICs aND sCIeNCe

Outdoor science: using the natural world for teaching science

Group No: 226 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system Europe faces key issues of global importance: climate change, energy use and transport to name a few. The economic and social future of the EU rests on meeting these challenges. Science will play a key role in exploring and developing viable solutions. A recent report by the Association for Science Educators says there is compelling evidence of the wide-ranging benefits of science through fieldwork in natural environments. However, much teaching of science does not connect the learner to the real world. This visit will explore how, through outdoor learning, students can connect science taught in the classroom to the community science needs and showcase approaches to achieve this. The visit will take place at Castle Head Field Centre, in Cumbria. The Field Studies Council is one of Europes leading organisations promoting learning through the outdoor classroom and has recently established a Life Sciences Centre, which offers inspirational access to workplace science for both teachers and students.

18/3/2013-22/3/2013 grange-over-sands, Cumbria, england, United Kingdom

Working language:

english

Number of places: 15 Minimum required: 8

WHAT?

Keywords: competences in science and technology innovative approaches sustainable development

Participants will learn about: outdoor learning approaches to teaching science; how local science experiments can link to issues of regional and global significance; use of effective teamwork in scientific investigation; use of assessment for learning in monitoring student progression.

HOW?

Participants will: observe education programmes that demonstrate differing approaches to outdoor science and where students can take part in real science research; experience first-hand practical outdoor science activities; meet practitioners and policy-makers from the UK; reflect upon and assess current methods and share good practice.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers.

organiser(s): DaWsoN Richard Field Studies Council (EE) Head Office Preston Montford Lane, Montford Bridge Shrewsbury, SY4 1HW Tel. +44- 17 43 85 21 26 Fax +44- 17 43 85 21 01 Email: richard@field-studies-council. org Website: [Link]

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[Link] [Link] [Link]/ [Link]/resources/outdoor-science

268 CEDEFOP STUDY VISITS

LeaRNINg mathematICs aND sCIeNCe

Teaching natural science in practical and experimental learning settings

Group No: 227 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Promote acquisition of key competences throughout the education and training system In Denmark, focus on innovative practices in natural science and technology teaching started with establishing public schools with science profiles. The host school, Gadehaveskolen, is one such school. Our ambition is to increase students key competences through hands-on and cross-curricular approaches, which put students natural curiosity and creativity into play. Acquiring and applying transversal competences, students should develop a sense of initiative to become active and entrepreneurial citizens.

17/4/2013-19/4/2013 hje taastrup, Denmark

Working language:

WHAT?

english

Number of places: 16 Minimum required: 10

Participants will learn about: innovative learning environments; new approaches to organising science learning; initiatives to improve science teaching, including use of hands-on projects in biology, natural science and physics in collaboration with external natural science centres; experience of and ideas for practical and innovative science teaching from participants countries.

HOW?

Keywords: competences in science and technology innovative approaches young people

Participants will: visit science schools and institutions in the Copenhagen region with focus on crossdisciplinary approaches to science teaching; meet partners in science teaching, for example, the Experimentarium in Copenhagen and rural nature centres; participate in group discussions and workshops.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Gadehaveskolen er fra skoleret 2011-12 blevet udpeget til natur-faglig profilskole i Hje Taastrup Kommune og med denne beslutning vil vi gerne udvikle og etablere interne og eksterne naturfaglige lringsmiljer. Ved at vre vrt for et studiebesg vil vi gerne stte fokus p den naturfaglige vinkel i undervisningen i folkeskolen, ved dels at: udveksle erfaringer og ideer med kollegaer og fagfolk fra svel Danmark som resten af Europa; profilere den naturfaglige vinkel p skoleomrdet; skabe et studiebesg for deltagerne, hvor det praktiske kombineres med teori; forelsning, workshops og besg hos interessenter.

organiser(s): hJmaN JeNseN torben Bo Hje Taastrup Kommune Gadehaveskolen Gadehavegrdsvej 1 Hje Taastrup, 2630 Tel. 45 43 35 22 70 Email: gadehaveskolen@[Link] Website: [Link]

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[Link]

CATALOGUE 2012/13 269

aPPRoChes DaPPReNtIssage PeRsoNNaLIses

Garantir tous les lves la russite scolaire et une insertion professionnelle

Numro de groupe: 228 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

18/3/2013-22/3/2013 guebwiller, france

Langue de travail:

franais

Lgalit des chances est une priorit de la politique ducative franaise. Pour les lves de 12 18 ans ayant des difficults cognitives, familiales et sociales, la politique ducative prvoit des dispositifs rpondant aux besoins dindividualisation afin de les mener vers la russite. Lacadmie de Strasbourg met en uvre ces dispositifs dans un territoire transfrontalier. La ville de Guebwiller possde un internat dexcellence dimension europenne, pour lves de la voie gnrale aussi bien que de la voie professionnelle. Des actions partenariales innovantes dcoulent de la synergie entre deux systmes dducation. Le service acadmique dinformation et dorientation (SAIO), support du centre Euroguidance, partenaire de la rgion allemande Bade-Wurtemberg pour les services dorientation, souhaite mutualiser lchelle europenne ses rflexions et pratiques. Le participant dcouvrira: les dispositifs dindividualisation des parcours des lves pour une galit des chances; linternat dexcellence (structure daccueil propice aux tudes pour lves ayant un potentiel scolaire) et sa dimension transfrontalire (stages ou sjours linguistiques de lautre cot de la frontire, participation croise des vnements culturels) visant donner le got de la mobilit; les actions concrtes et innovantes mises en place en rencontrant les acteurs et les partenaires; le point de vue des lves engags dans ces actions (internat dexcellence, cordes de la russite, dispositif ECLAIR); des pratiques innovantes transfrontalires (Alsace - Bade-Wurtemberg). Le participant : rencontrera les responsables et acteurs des dispositifs; dialoguera avec les lves impliqus; rencontrera les partenaires extrieurs : institutionnels, professionnels du monde conomique, sportifs, etc.; visitera linternat dexcellence, des tablissements mettant en place des dispositifs dgalit des chances; visitera lagence pour lemploi de Fribourg (D), partenaire des services dorientation alsaciens; recevra de la documentation europenne sur lgalit des chances.

Nombre de places: 15 Minimum requis: 8

QUOI?

Mots cls: abandons apprentissage personnalis groupes dfavoriss

COMMENT?

POUR QUI?

organisateur(s): BosCato graziana SAIO/Service acadmique dinformation et dorientation 5, quai Zorn Strasbourg, 67000 Tel. 0033 3 88 35 70 50 Fax 0033 3 88 36 85 16 Email: euroguidance@[Link] Website: [Link]

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales, chercheurs.

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[Link] [Link]

270 CEDEFOP STUDY VISITS

PeRsoNaLIseD LeaRNINg aPPRoaChes

Developing competences of learning support teachers: key for inclusive teaching

Group No: 229 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

8/4/2013-12/4/2013 Labico, Italy

Working language:

Italian legislation establishes that learning support teachers should work with the whole class, but often this does not happen and pupils with special needs work outside the classroom with their teachers. This kind of teaching is not a good personalised learning approach, as it does not aim at integration. In cooperation with professors of special education at Roma Tre university, we work in some classes of our public lower secondary school (11 to 14 year-olds) to keep special need pupils in the classroom during regular lessons. Lessons are conducted with animation/interactive strategies and all students participate according to their capabilities. These lessons represent an underlying project built from learning support teachers competences (for instance music or foreign language).

english

WHAT?

Number of places: 15 Minimum required: 6

Keywords: innovative approaches social inclusion special needs

Participants will learn about: experiences of inclusive/non-inclusive approaches and work carried out in the sample class in our school: presentation of study data, observations and conclusions; using the index for inclusion and the international classification of functioning, disability and health (ICF); lessons on multiple levels to meet pupils different learning approaches; impact of the learning support teacher on the whole classroom: how to create a teaching/ learning interdisciplinary path starting from the teachers key competences.

HOW?

Participants will: take part in a workshop organised at Roma3 university; visit public lower secondary schools (11 to 14 year-olds) involved in a Roma 3 project; share experiences on how really inclusive teaching stimulates the learning process; see a model of support for the classroom activity based on interaction, animation and games; observe how music, foreign languages and non-verbal communication can promote participation of all pupils in the learning process.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): meZZaNZaNI silvia Istituto Comprensivo Leonardo da Vinci via Leonardo da Vinci, 34 Labico (rm), 0030 Tel. +39-320 892 50 06 Fax +39-06 951 00 64 Email: [Link]@[Link] Website: [Link]

Nella pratica didattica quotidiana gli insegnanti non sono preparati ad adottare una prospettiva inclusiva, soprattutto se le loro classi comprendono alunni con bisogni educativi speciali, che si pensa debbano lavorare in modo diverso. Nel nostro istituto, in cooperazione con lUniversit Roma 3, in atto unesperienza di insegnamento/apprendimento in unottica inclusiva, che pu trasformare la presenza di un alunno con bisogni educativi speciali in una vera risorsa per tutta la classe. I partecipanti conosceranno il modello teorico del progetto e ne vedranno lapplicazione pratica nelle classi, nellambito di uno scambio di esperienze sulle prospettive pi interessanti dellinsegnamento di sostegno.

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[Link] [Link] [Link]/resources/ [Link]/resources/docs/Index%20ey%[Link] [Link] [Link] [Link]

CATALOGUE 2012/13 271

measURes to PReVeNt eaRLy sChooL LeaVINg

Tackling early school-leaving

Group No: 230 Round 2 Type of visit: Vet

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

11/3/2013-14/3/2013 Delft, the Netherlands

Working language:

Involving regions more strongly in development of measures against early school-leaving, giving them financial support and setting incentives has proved to be successful in the Netherlands. Municipalities, schools and care institutions can decide themselves on the measures to be implemented. Via local authorities, schools can also call on the services of care institutions, the police and judicial authorities. For the Netherlands introduction of the individual education number, and online monitoring of early school-leaving are also regarded as main success factors in reduction of early school-leaving.

WHAT?

english

Number of places: 15 Minimum required: 8

Keywords: disadvantaged groups drop-outs social inclusion

Participants will learn about: the Einstein4All project which consists of: (a) the competence guide, which is a digital tool that allows students to display the competence gap on a route they have chosen themselves; (b) an experience-based programme, which helps to create insight into students own competences with regard to the study programme and the profession; (c) the supervision model, which includes joint preparatory steps in learning continuity pathways of preparatory secondary vocational education (VMBO) and senior secondary vocational education (MBO). other initiatives in the Netherlands.

HOW?

Participants will: meet the Ministry of Education, stakeholders, association of VET providers, VET schools, etc.; reflect on good practices; discuss the strong and weak points of systems, projects and implementation.

WHOM?

organiser(s): NafZgeR Joop CINOP P.O. Box 1585 s-hertogenbosch, 5200 BP Tel. +31- 610 01 58 81 Fax +31- 736 12 34 25 Email: jnafzger@[Link] Website: [Link] VaN oPstaL tonnie CINOP P.O. Box 1585 s-hertogenbosch, 5200 BP Tel. +31- 736 80 07 65 Fax +31- 736 12 34 25 Email: topstal@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres and pedagogical or guidance advisers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Regios nauwer betrekken bij de totstandkoming van maatregelen om voortijdig schoolverlaten tegen te gaan en ze daartoe (o. a. financile) prikkels bieden is een succes gebleken in Nederland. Gemeenten, scholen en zorginstellingen kunnen zelf beslissen welke maatregelen ze willen uitvoeren. Via de plaatselijke overheden kunnen scholen ook een beroep doen op de diensten van zorginstellingen, de politie en gerechtelijke instanties. Daarnaast wordt voor Nederland de invoering van het individueel onderwijs nummer en de on-line monitoring van voortijdig schoolverlaten ook beschouwd als de belangrijkste succesfactoren in het terugdringen van het voortijdig schoolverlaten.

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[Link]/einstein4all_algemeen.asp [Link] [Link]/eCache/Def/1/05/[Link] [Link]/[Link]

272 CEDEFOP STUDY VISITS

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Preventing early leaving from high school

Group No: 231 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

18/3/2013-22/3/2013 Poitiers, france

Working language:

Fighting early leaving from high school is a priority of French education authorities. ESEN the National College for Education Management devises and implements initial and continuing training courses for the French Ministry of Educations administrative and educational executive staff. It is also a national reference centre for digital resources and its role includes fostering use of ICT in education. During this visit, ESEN wishes to exchange experience and opinions on the reasons behind early leaving from high school and ways of fighting it. The aim is to find efficient remedies at European level to pave the way for success for all pupils.

WHAT?

english

Number of places: 15 Minimum required: 7

Participants will learn about: the early leaving from high school situation in France as well as in participants countries; preventive and remedial actions in France and in participants countries; management of these actions at different levels of decision; possibly having several perspectives (pupils, school authorities, economic officials).

HOW?
Keywords: drop-outs parents involvement special needs

Participants will: meet high school head teachers, trainers and reserchers with expertise on early high school leaving; work in groups to analyse, reflect, compare and share ideas; exchange experience with ESENS students (administration and pedagogical managerial staff in continuing training) wishing to engage in European partnerships; visit schools faced with this problem and organisations proposing ways to solve it; reflect on new prospects shared by participants.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Oprateur du Ministre, lEcole Suprieure de lEducation Nationale, situe sur le ple de formation du site du Futuroscope, souhaite engager une rflexion et encourager des changes entre cadres franais en formation et cadres europens sur une priorit nationale: la lutte contre le dcrochage scolaire. Le participant la visite dtude dcouvrira la situation du dcrochage scolaire en France, mais aussi chaque pays europens reprsent, ainsi que les actions de prvention et de remdiation. Lemploi du temps sera partag entre des interventions dexperts et denseignants, des groupes danalyse et de rflexion en groupe et des dplacements dans des tablissements scolaires concerns.

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mesURes VIsaNt PRVeNIR LaBaNDoN sCoLaIRe

je naime pas lcole, je naime pas tudier Que faire ?

Numro de groupe: 232 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

15/4/2013-19/4/2013 maia et ovar, Portugal

Langue de travail:

franais

La lutte contre le dcrochage scolaire est une priorit majeure du systme ducatif portugais. Dans les municipalits de Maia et Ovar des coles ont mis en place des formations professionnelles valorisant les composantes pratiques plus attractives pour les jeunes dcourags par lenseignement traditionnel. En leur permettant de terminer leurs tudes et obtenir une certification professionnelle, ces formations labores la suite dune tude des besoins de la communaut conomique locale attirent beaucoup plus dtudiants et leur permettent dobtenir une formation adapte la vie active et au march de travail. Cette initiative permet dautre part de soutenir lindustrie et le commerce local en formant la main duvre qualifie ncessaire. Les deux coles organisatrices reprsentent deux bons exemples de cration et de russite de ces programme de formation, dans les domaines du tourisme et de la gestion sportive. Elles souhaitent partager leur exprience avec dautres pays europens.

Nombre de places: 12 Minimum requis: 6

QUOI?

Mots cls: abandons insertion sociale qualification des enseignants et formateurs

Le participant dcouvrira: le contenu et les modalits de mise en uvre de ces cours; les certifications obtenues et les rsultats de cette initiatives; linfrastructure ncessaire prpare par les coles; comment faire le lien entre lcole et le tissu conomique local, les partenariat lorigine de cette initiative et notamment le rle de la municipalit et des entreprises; les stratgies utilises pour lutter contre lchec et labandon.

COMMENT?

Le participant: observera les pratiques de formation en classe; visitera divers tablissements de formation professionnelle; visitera les institutions dappui la formation des jeunes; aura loccasion de sentretenir avec des tudiants, des enseignants, des employeurs et des reprsentants des autorits locales; dcouvrira la ralit conomique et culturelle des villes de Maia et Ovar.

POUR QUI?
organisateur(s): CaRNeIRo maria Agrupamento Escolas Levante Maia Rua Eusbio da Silva Ferreira Nogueira Da Maia, 4475 Tel. 00351229 41 03 19 Fax 00351229 41 74 88 Email: [Link]@gmail. com Website: [Link] CastRo antnia Vidal De Escola Secundria Jlio Dinis de Ovar Rua Irmos Oliveira Lopes Ovar, 3880-192 Tel. 00351256 57 33 33 Fax 00351256 57 49 41 Email: es3juliodinis@[Link] Website: [Link]

Responsables de la formation professionnelle en entreprise, directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, professeurs principaux, formateurs denseignants.

BRVe DesCRIPtIoN DaNs La LaNgUe DU Pays DaCCUeIL:

O combate ao abandono e insucesso escolares tm sido uma das grandes prioridades dos diferentes governos. Cada vez mais se procura que o ensino seja mais abrangente e, para isso, fundamental que a Escola responda s necessidades e interesses dos alunos, das famlias e da sociedade em geral. Os Cursos de Educao e Formao, bem como os cursos profissionais, no ensino secundrio, so a forma privilegiada de fazer a ligao entre o ensino escolar e as necessidades do mundo do trabalho. Ainda no existem estudos muito estruturados mas os primeiros nmeros comprovam o sucesso deste tipo de cursos e a forma como tm sido aceites pelos alunos e famlias.

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[Link] [Link] [Link] [Link]/perfil/Paginas/[Link]

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Retaining young people in education and training

Group No: 233 Round 2 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

15/4/2013-19/4/2013 Gothenburg, Sweden

Working language:

english

In most European countries dropping out of education and training is a major issue. Young people lacking proper qualifications and exams have difficulties finding stable jobs and risk of unemployment is much higher among this group. Education and training institutions need to develop methods of helping young people to remain in education and to carry out their educational and vocational plans. Upper secondary schools and training centres in Gothenburg work with methods preventing pupils/students from dropping out. It is our mandate to offer education to everyone, irrespective of the circumstances of each individual. It is our challenge as professionals to find a suitable solution for each pupil/student and to organise learning environments and content to fulfil their needs. A new approach to deal with these tasks was introduced in the academic year 2011/12 in upper secondary schools in Gothenburg. The aim is to increase education and training attainment.

Number of places: 15 Minimum required: 8

WHAT?

Keywords: drop-outs education and training attainment personalised learning

Participants will learn about: common basic values; drop-out definitions; successful experiences and methods used to prevent dropping-out.

HOW?

Participants will: visit schools working with preventive actions; meet teachers and students and discuss the topic; participate in seminars; get acquainted with various methods to help students to fulfil their study plans; share experiences and examples of good practice from the study visit and different countries.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): LoseNBoRg ann - marie The Education Authority in the city of Gteborg Sknegatan 20, floor 4 Gteborg, 412 51 Tel. +46-31 367 00 13 Email: [Link]@educ. [Link] Website: [Link]/utbildning

Studiebesket kommer fokusera p metoder fr att frhindra att elever avslutar sin utbildning i frtid med ofullstndiga betyg. Deltagarna fr en introduktion i det svenska utbildningssystemet och fr delta i seminarier dr olika frebyggande metoder presenteras. Studiebesket innehller ocks skolbesk dr deltagarna fr trffa lrare och elever fr diskutera och utbyta erfarenheter. Vi kommer att visa exempel p arbetsstt och arbetsformer i syfte att frhindra avhopp samt exemplifiera kontinuerliga fortbildningsinsatser. Deltagarna ges mjlighet att delge varandra goda exempel frn sina egna erfarenheter samt diskutera och analysera detta i relevanta sammanhang under studiebesket.

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[Link]/sb/d/190 [Link]/ [Link]/startpage/ [Link]/ [Link]/en/

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Student retention in VET and high schools How to prevent student drop-outs
Group No: 234 Round 2 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

6/5/2013-10/5/2013 Viborg, Denmark

Working language:

The Danish government aims to ensure that by 2015, 95% of the young get a secondary education, either in VET or high school. But Denmark, as many other countries, has to overcome obstacles to meet this goal. Mercantec is one of Denmarks largest educational institutions that provides two kinds of high school diploma, vocational educational training, lifelong learning programmes and others. It has set up a student retention system a comprehensive pedagogical strategy and model that also focuses on so-called strong students ensuring that their talent is not wasted. Since creation of the pedagogical model, our drop-out rates have decreased in all departments (in some from more than 40% to less than 13%).

english

WHAT?

Number of places: 20 Minimum required: 10

Keywords: apprenticeship innovative approaches social and civic competences

Participants will learn about: management/leadership philosophy and drop-out prevention strategy; pedagogical approach in everyday school life to reduce drop-out; roles of psychologists, student coaches, mentors and others involved in drop-out prevention; work of apprenticeship officers and cooperation with local companies to provide apprenticeships for our students; our fundraising efforts helping to obtain public and private funds for our drop-out prevention programme; models to develop talents of gifted students, for example, centres of excellence; streaming system for some courses to be taken at several levels and for provision of several types of support.

HOW?

Participants will: visit a company which provides apprenticeships for our students; meet managers, teachers, staff, students who have been at risk but no longer are; talk to our grandparents, retired persons who provide informal support to students; observe classes.

WHOM?

organiser(s): hJULmaND Ulla Mercantec H. C. Andersens Vej 9 Viborg, 8800 Tel. 45 89 50 33 00 Email: ulhj@[Link] Website: [Link] haNseN John Mercantec H. C. Andersens Vej 9 Viborg, 8800 Tel. 45 89 50 34 10 Email: joha@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Mercantec har i de sidste r nedbragt frafaldet bade p erhvervsuddannelserne og de gymnasiale uddannelser. Vi har bevidst fokuseret p BDE de svage og de strke elever. Vi nsker at udbrede vores erfaringer, samt f indblik i andres politikker p omrdet. Vores arbejde er beskrevet her: [Link]

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276 CEDEFOP STUDY VISITS

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Human health and social work activities

My new me
Group No: 235 Round 2 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

4/3/2013-8/3/2013 Ljubljana, slovenia

Working language:

Acquired brain injuries (ABI) are an international scourge and a silent epidemic of modern society. Despite injury or disease, a person can have meaningful life if given the proper training, which should be individual, adjusted to the needs of each person. There are different techniques of learning to find new meaning of life after ABI and it is important to engage different stakeholders in the lifelong process of learning to find new meaning of life. Centre Zarja is the oldest and largest private organisation for long-term rehabilitation of persons with ABI. In March 2013, Zarja will organise a conference titled My new me. The conference will address the issue of finding new goals and a meaning of life after ABI, and will present an integrative approach to suicide and its prevention.

english

WHAT?

Number of places: 12 Minimum required: 5

Keywords: disadvantaged groups personalised learning special needs

Participants will learn about: acquired brain injury (ABI) consequences; impact of ABI persons on the society and financial implications; finding different techniques and learning methods to find the meaning of life after ABI; life-long support for persons with ABI; ethical dilemmas that professionals are facing supporting persons with ABI; importance of cooperation between different professionals in the field; current regulations in the field of mental health; initiatives to improve depression and suicide rates for persons with ABI.

HOW?

Participants will: visit organisations which support persons with ABI; see different initiatives and projects to tackle mental health issues in Slovenia; meet relevant stakeholders working in the Ministry of Health, the Institute of Public Health of the Republic of Slovenia and other associations in the field; attend the fourth international conference My new me.

WHOM?

Company training managers, directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): meLIta oven Center za osebe s pridobljeno pokodbo glave Zarja Hladilnika pot 34 Ljubljana, 1000 Tel. 00386 15 47 17 77 Email: [Link]@[Link]

Pridobljene moganske pokodbe so mednaroden problem in tiha epidemija sodobne drube. Ljudje s pokodbo moganov se teko spoprijemajo s pokodbo, kar pogosto vodi k depresiji, samomorilnim mislim in poskusom samomora, zato je osmiljanje ivljenja po moganski pokodbi bistvenega pomena. Za to obstajajo tevilne tehnike, pomembno pa je, da se v vseivljenjski proces osmiljanja ivljenja vkljui im ve delenikov. Center Zarja je organizacija, namenjena dolgotrajni rehabilitaciji oseb po pokodbi moganov in njihovim druinam. Skozi razline programe in storitve Center Zarja spodbuja in podpira posameznike za delo na sebi, za iskanje novih ciljev in smisla ivljenja po moganski pokodbi.

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School inclusion for migrant children: a networking approach

Group No: 236 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

18/3/2013-22/3/2013 milan, Italy

Working language:

Presence of many migrant students (aged 6 to 16) has been a challenge for Milan schools to plan new forms of cooperation between education structures (schools, local municipalities) and other institutions. The aim is to promote social inclusion thus reducing a risk of early school-leaving by migrant students. We have been working on a project that shows how combined efforts between different institutions can provide concrete answers to difficulties schools might face when dealing with new migrant students. We would like to compare our experience with other European schools.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: experience carried over the past three years based on reference centres where teachers and experts from municipalities work together; organisation and coordination of literacy programmes and courses, intercultural projects and activities, specialist teacher training.

HOW?

Keywords: drop-outs intercultural education migrants and minorities

Participants will: visit primary and secondary schools working on the project; observe teachers work in the classroom; meet decision-makers and managers in charge of Milan education services.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Lesperienza che proponiamo ha visto la costituzione di un gruppo di lavoro che, in collaborazione con la municipalit e altre agenzie, ha dato vita a un progetto di governance dellintegrazione dei bambini migranti riconosciuto come benchmark a livello nazionale. Il confronto con esperienze straniere un elemento di valore aggiunto poich il risultato complessivo di unattivit molto se mi considero, poco se mi confronto. La visita prevede relazioni di esperti per illustrare lo sfondo pedagogico di riferimento, incontri con i decisori territoriali e i responsabili dei diversi servizi, visite a centri di riferimento (Poli Start) e a scuole, incontri con insegnanti e formatori.

organiser(s): gaRLasCheLLI Rita USR per la Lombardia - Ambito Territoriale di Milano via Ripamonti, 85 Milano, 20141 Tel. 0039 02 56 66 67 14 Fax 0039 02 56 66 67 33 Email: [Link]@[Link] Website: [Link]/ milano/

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[Link]/milano/ [Link]/start/poli_start.php

278 CEDEFOP STUDY VISITS

gaLIt Des ChaNCes PoUR Les gRoUPes DfaVoRIss

Mieux accueillir les lves ne matrisant pas la langue de scolarisation

Numro de groupe: 237 Phase 2 Type de visite: enseignement gnral
Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

CatgoRIe thmatIqUe:

POURQUOI?

18/3/2013-22/3/2013 Poitiers, france

Langue de travail:

franais

Les mouvements de population de plus en plus importants font que les tablissements scolaires doivent accueillir des lves ne matrisant pas la langue de scolarisation. Des dispositifs spciaux sont alors mis en place. ESEN, lcole suprieure de lducation nationale, est un service comptence nationale dont la mission principale est dassurer la formation initiale et continue des cadres de lducation nationale, de lenseignement suprieur et de la recherche (inspecteurs, chefs dtablissement, cadres administratifs et financiers, etc.). Avec cette visite, lESEN souhaite prsenter globalement ses activits, formations, outils numriques et audiovisuels. Elle souhaite notamment changer avec les participants sur les bonnes pratiques dveloppes dans leurs pays respectifs en matire de scolarisation des lves trangers, et faire part de sa propre pratique de formation, sur ce sujet, des chefs dtablissement et autre cadres concerns.

Nombre de places: 15 Minimum requis: 7

QUOI?

Mots cls: apprentissage personnalis comptences linguistiques migrants et minorits

Le participant dcouvrira: la manire dont on accueille, en France, les lves ne matrisant pas la langue de scolarisation; les mthodes, outils et dispositifs mis en place; certaines initiatives locales; les rsultats obtenus; ce qui se fait dans ce domaine dans les diffrents pays participant la visite; la diversit des problmes poss selon les publics concerns.

COMMENT?

Le participant: assistera et participera la prsentation des dispositifs mis en place en France et dans les diffrents pays reprsents dans le groupe; changera avec des cadres franais en formation - lves de lESEN - dsireux de poursuivre une coopration europenne; participera des groupes danalyse comparative, de rflexion et de partage dides; se rendra dans des tablissements scolaires et aura loccasion dy observer les pratiques mises en uvre.

POUR QUI?

organisateur(s): ChaPU Jean Claude Ecole Suprieure de lEducation Nationale (ESEN) Boulevard des frres Lumire Tlport 2 BP 72000 Futuroscope Chasseneuil, 86963 Tel. +33 (0) 5 49 49 25 34 Fax + 33 (0) 5 49 49 26 08 Email: [Link]@education. [Link] Website: [Link]

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, chefs de dpartements, conseillers pdagogiques ou dorientation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants des autorits locales, rgionales et nationales.

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[Link] [Link] [Link] [Link]

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Accueil dun public scolaire dfavoris

Numro de groupe: 238 Phase 2 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

19/3/2013-22/3/2013 toulon, france

Langue de travail:

franais

La rgion Provence - Alpes - Cte dAzur prsente un taux de chmage lev. La population scolaire qui frquente le collge Pierre Puget vient dun quartier dfavoris o la population majoritairement issue de limmigration et des familles trs faible revenu vivent regroupes de la dans des tours dimmeubles. Les lves ont des difficults accumuls de langue et connaissent peu les rgle de la vie collective; les cas dincivilits et de violences sont nombreux. Il est important davoir une approche adapte nos lves et de se donner les moyens de corriger les ingalits sociales par lducation et la formation. Le collge agit depuis quelques annes pour amliorer le niveau des lves et pour faire baisser le taux dincivilits. Les enseignants sont engags dans plusieurs projets qui proposent des traitements innovants des difficults des lves. En parallle, le collge dveloppe des sections dexcellence et des classes thme.

Nombre de places: 15 Minimum requis: 8

QUOI?

Mots cls: besoins particuliers comptences sociales et civiques environnement scolaire

Le participant dcouvrira: comment est trait le problme de la dyslexie ds la classe de 6me; les classes thme (dveloppement durable, patrimoine) destines dvelopper un esprit citoyen; les sessions de formation la mdiation en classe de 5me pour apaiser le climat scolaire, le but tant daider les lves tre capables daider rsoudre des conflits en se posant comme mdiateur; les sections dexcellence sport-tudes et les sections europennes.

COMMENT?

Le participant: rencontrera les quipes pdagogiques et dencadrement du collge et les porteurs de projets; observera le travail des enseignants sur trois projets prcis: mdiation, traitement de la dyslexie et classes thmes; visitera une cole primaire du secteur de recrutement du collge; visitera un lyce professionnel vers lequel certains de nos lves sont orients; rencontrera les partenaires locaux et des responsables des associations du quartier qui travaillent en lien troit avec le collge.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, chercheurs.
organisateur(s): DaUmas Roland Collge Pierre Puget 268 rue Flix Mayol - BP 4041 Toulon, 83069 Tel. 0033 494 09 72 60 Fax 0033 494 09 72 61 Email: [Link]@[Link] Website: [Link]/college-puget/ site/

WWW.
[Link]/dyslexie/[Link]?sid=337 [Link] [Link] [Link] [Link]/automne_modules_files/pDocs/public/r9993_61_a3-prevention_et_la_ gestion_des_perturbations_scolaires_en_cycle3.pdf [Link]/info/?tag=violence-scolaire [Link]

280 CEDEFOP STUDY VISITS

gaLIt Des ChaNCes PoUR Les gRoUPes DfaVoRIss

Sadapter et diffrencier: lindividualisation des parcours scolaires

Numro de groupe: 239 Phase 2 Type de visite: enseignement gnral

CatgoRIe thmatIqUe:

Favoriser lintgration sociale et lgalit entre les genres dans lducation et la formation, notamment lintgration des migrants

POURQUOI?

8/4/2013-12/4/2013 tulle, france

Langue de travail:

La visite a pour objectif de prsenter lventail des formules de scolarisation des lves handicaps en France. Parmi les associations qui participent lducation et la formation des enfants, des jeunes et des adultes, lADPEP de la Corrze est une association incontournable par: le nombre dlves accueillis; la diversit des institutions quelle gre; les dispositifs innovants dans lesquels elle est implique; sa complmentarit avec lducation nationale; son engagement pour lgalit des chances de chaque jeune.

franais

QUOI?

Nombre de places: 12 Minimum requis: 6

Mots cls: approches innovantes besoins particuliers jeunes

Le participant dcouvrira: les diffrents dispositifs permettant de scolariser des enfants handicaps, de 3 ans lge adulte; les nombreuses formules intermdiaires dveloppes; la diversit des dispositifs (temps partiel ou temps plein) et les modes de coopration entre les coles ordinaires et spcialises; comment un projet personnalis de scolarisation organise la scolarit de llve de manire individuelle ou collective, en classes dinclusion scolaire ou dans une unit localise. Le participant: visitera un large ventail dtablissements scolarisant des lves handicaps : ordinaires ou spcialiss, primaires et secondaires, mdico-sociaux, de cure ambulatoire, de formation dapprentis; rencontrera responsables de lducation, professionnels de la scolarisation des handicaps, professeurs, lves, lus; changera avec ses collgues quant leurs pratiques respectives.

COMMENT?

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, directeurs de centres dorientation, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, chercheurs.

organisateur(s): Roy Joel Association Dpartementale des Pupilles de lEnseignement Public de la Corrze (ADPEP 19) 23, rue Docteur Aime Audubert BP23 Tulle, 19001 Tel. +33- 6 81 25 06 77 Fax +33- 5 55 20 03 01 Email: [Link]@[Link] Website: [Link]

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[Link] [Link] [Link]

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Steps towards inclusion and social cohesion

Group No: 240 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

22/4/2013-26/4/2013 albacete, spain

Working language:

During past academic years, we have developed an intercultural approach in our schools in the region of Castilla-La Mancha for improving of coexistence and social cohesion in our communities. This has been achieved through models and methodologies directly included in the regional curriculum by the regional board of education. Different initiatives have also been supported by the Ministry of Education and with some European funding: programmes for curricular diversification, educational support and reinforcement (PROA), accompanying measures, early school-leavers, school-buddy, educational success and cooperative learning. These successful practices and policies can be transferred to other educational contexts throughout Europe.

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: regional policy initiatives and legislation on intercultural education; family and community involvement in education and upgrading key competences; output of adult education providers and educational bodies in coordinating actions in the lifelong learning programme.

Keywords: intercultural education parents involvement teachers and trainers competences

HOW?

Participants will: visit primary and secondary schools, as well as some other institutions, where an interculturalism model has been implemented; have discussions with and meet pupils, teachers, parents, advisors, inspectors, stakeholders and experts; observe good practice and explore inclusive initiatives in Castilla-La Mancha.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): mILaN aReLLaNo miguel angel Servicio Perifrico de la Consejera de Educacin, Cultura y Deportes en Albacete Avenida de la Estacin, 2 Albacete, 02071 Tel. 0034 967 59 63 26 Fax 0034 967 55 83 64 Email: [Link]@[Link] Website: [Link]

La Educacin Intercultural debe responder a la diversidad cultural de las aulas. El modelo educativo en Castilla-La Mancha ofrece a todo el alumnado el desarrollo de sus capacidades en una escuela inclusiva, buscando la reduccin del abandono escolar, a travs de un currculo flexible y abierto, la prctica de la convivencia y resolucin de conflictos y las redes de colaboracin con otras instituciones. Se conocern lneas metodolgicas y organizativas para promover el aprendizaje en competencias, actuaciones que mejoran la prctica docente y la atencin a la diversidad del alumnado en contextos inclusivos. Se presentarn los resultados de proyectos europeos de xito: PARTEA (Parents and Teachers: partners in intercultural dialogue) y ISTCD (In-Service Training on Cultural Diversity).

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Schools of inclusion: access to mainstream education for Roma children

Group No: 241 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

13/5/2013-17/5/2013 sofia, Bulgaria

Working language:

The visit will showcase a successful model of educational and social integration of Roma pupils from segregated Roma neighbourhoods into mainstream society. The model desegregates education of Roma children from Fakulteta neighbourhood in Sofia and provides them with equal access to mainstream primary schools in the municipality of Krasna Polyana. This model is a good process which contributes to close the gap in educational outcome between Roma and non-Roma. For almost a decade the process was led by a local grass root Roma NGO, but currently it is an initiative undertaken by the central municipality of Sofia. The process is financed by the implementer and the Roma education fund.

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: successful approaches to school desegregation at local level; the difficulties that Roma children face while moving out of low-quality segregated schools into mainstream schools.

HOW?

Keywords: migrants and minorities social inclusion

Participants will: meet representatives of the Roma education fund organisation and municipality of Sofia, government experts and local schools; talk to the local authority and civil organisations about motivation, participation and sustainability of local education policy implementation; meet Roma children involved in the project.

WHOM?

Head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

, . , . . , , ; , - , , .

organiser(s): mINtCheVa maria Sofia Municiaplity Education department 44 Oborishte Str. Room 3 Sofia, 1000 Tel. 00359 29 43 31 83 Fax 00359 229 43 33 07 Email: mmin4evabg@[Link] Website: [Link]

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[Link]

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join us at sunrise: mainstreaming education for students with special needs

Group No: 242 Round 2 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

13/5/2013-15/5/2013 ankara, turkey

Working language:

Mamak guidance and research centre is an educational organisation that coordinates guidance and counselling activities in schools, and also identifies and places individuals in need of special education. There is an urgent need for new approaches to and methods for mainstreaming students with special education needs. How to place students with special needs in educational settings is a common topic in Turkey and EU countries. We would like to learn from participants how other EU countries handle this issue. Through this visit, we want to improve the professional competence of our teachers and school leaders to work with students with special learning needs.

english

WHAT?

Number of places: 15 Minimum required: 7

Participants will learn about: new approaches and methods used in placement and guidance of students with special needs; assessment of students with special needs and their placement in schools; difficulties faced in mainstream education.

Keywords: disadvantaged groups social inclusion special needs

HOW?

Participants will visit: special education schools and mainstream schools; organisations, centres and unions working with special education needs; universities that prepare teachers to work with students on special needs.

WHOM?

organiser(s): CeBeCI sulbiye Mamak Guidance and Research Center Hurel Mah. Arif Yaldiz Cad. No:111 Saimekadin Ankara, 06340 Tel. +90 312 36 82 50 45 Fax +90 312 368 42 44 Email: sulbiyecebeci@[Link] Website: [Link] UCaK feyza Mamak Guidance and Research Center Hurel Mah. Arif Yaldiz Cad. No:111 Saimekadin Ankara, 06340 Tel. +90 506 711 84 62 Fax +90 312 368 42 44 Email: feyzaesim@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, human resource managers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, researchers.

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[Link] [Link] [Link] [Link] [Link] [Link] [Link] [Link]

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Challenges for education and teacher training of the Roma

Group No: 243 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

13/5/2013-17/5/2013 Pcs, hungary

Working language:

The social status, level of education, health status and unemployment ratio of the Roma population is a challenge for most Member States of the European Union. In Hungary, Pcs is the only city where education is provided in Romani from kindergarten to university level. It is a multicultural venue - nine ethnic minority governments operate in local municipalities. The department of theory of education at the University of Pcs closely examines the challenges of multicultural environments. Our courses focus not only on relevant knowledge but skills, attitudes and structural behaviour as well.

WHAT?

english

Number of places: 15 Minimum required: 6

Participants will learn about: cooperative paradigm: from theory to personal practice; assertive communication: from theory to personal awareness; inclusive education of minorities; transdisciplinary approaches to Romany studies.

HOW?

Keywords: disadvantaged groups intercultural education social inclusion

Participants will: visit primary and secondary schools dedicated to meet students special needs and improve social inclusion; meet educational policy-makers and representatives of ethnic minority governments; exchange ideas in interactive workshops facilitated by university lecturers; discuss their relevant experience with members of the hosting university department and teachers of the schools to be visited.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

A PTE BTK Nevelstudomnyi Intzetnek munkatrsai klnsen rzkenyek a multikulturlis oktatssal kapcsolatos kihvsokra. A szakrti tanulmnyt clja az elmlt vekben megszerzett relevns tapasztalataink megosztsa, klns tekintettel a cignysg s az oktats kapcsolatra. Nem csak a tudsra, de a kpessgek, attitdk s strukturlis viselkeds-mintk kzs formlsra is igyeksznk koncentrlni. A politikai dntshozkkal trtn beszlgetsek, rsztvevi workshopok, iskolaltogatsok s a nemzetkzi tapasztalatcsere megvalstsval e szakrti tanulmnyt keretei kzt is biztostani kvnjuk a gondolkodj globlisan cselekedj loklisan elv gyakorlati megvalstst.
organiser(s): DEZS Renta Anna The University of Pcs Faculty and Humanities, Institute of Education 6, Ifjsg Street Pcs, 7624 Tel. +36-72 503-600/24362 Fax +36-72 213-418/24003 Email: [Link]@[Link] Website: [Link]

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Implementation of special education: opportunities and challenges

Group No: 244 Round 2 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

20/5/2013-24/5/2013 Balikesir, turkey

Working language:

Edremit National Education Directorate is a local public authority and an umbrella organisation that deals with all education and youth matters, including special education, in the province. We follow a holistic approach and offer special education for students either in private or public schools. We would like to share best practices in special education as well as identify and discuss challenges such as vocational training for all with special needs and teacher training. We would like to develop strategies and methods to overcome such challenges through international cooperation.

WHAT?

english

Number of places: 12 Minimum required: 5

Participants will learn about: attitudes toward special education in Turkey; implementation of special education in schools; teachers competences for special education; links between special education and vocational education; environment, methods, tools in special education.

HOW?
Keywords: disadvantaged groups lifelong guidance teachers and trainers competences

Participants will: visit special education and rehabilitation centres, guidance and research centres, general schools with special education classrooms and integrated collaborative classes, vocational school and adult training centre for all with special needs; meet teachers, guidance counsellors and managers working in special education; observe classrooms and school activities.

WHOM?

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, human resource managers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): BILgIC ayse Edremit Provincial Directorate of National Education Ylmaz Akpnar Bulvar, Edremit Balikesir, 10300 Tel. 0090 26 63 73 27 40 Fax 0090 26 63 74 10 49 Email: aysebilgic@[Link] Website: [Link]

Milli Eitim Bakanl 2010 ylnda zel eitim konusunun stratejik nceliklerinden biri olduunu aklad. lke apnda 2014 ylna kadar zel eitim kurumlarnn saysn artrmak, zel eitimi daha fazla eriilebilir hale getirmek, zel eitimin kalitesini ve eitliliini artrmak, retmenlerin bu konuda yeterliliklerini gelitirmek bu stratejik amacn alt hedefleridir. Edremit le Milli Eitim Mdrl olarak bu alma ziyaretini dzenlemekte ki amacmz blgemizde zel eitim alannda gerekletirilen iyi uygulamalar ve proje rneklerini paylamak ve zel eitim alannda karlalan sorunlara uluslararars katlmclarnda atklaryla zm nerileri gelitirmektir.

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[Link] [Link] [Link] [Link]/ [Link]/[Link]

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Awareness of being together through preventing discrimination

Group No: 245 Round 2 Type of visit: mixed

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

3/6/2013-5/6/2013 Bursa, turkey

Working language:

Yeniehir is a district with rapidly developing industry and a continuously increasing number of migrants. More learners come from families with economic and social problems and they often feel isolated. Seeing this, students do not want to go to school. However, all students should have an equal chance to succeed and success should not depend on circumstances outside their control. Our institution, responsible for all schools and the education sector in Yeniehir, aims at social inclusion. We have been trying to address it through various initiatives, for example, we try to have more integrated than segregated schools and we provide mentoring in cooperation with teacher trainers from universities.

english

WHAT?

Number of places: 12 Minimum required: 5

Participants will learn about: new approaches to mentoring for disadvantaged groups; providing equal opportunities in desegregated schools; research on educational and cultural diversity.

HOW?
Keywords: disadvantaged groups migrants and minorities social inclusion

Participants will: visit schools and take part in class activities with mentors support for students from disadvantaged groups such as Roma people and migrants; attend an exhibition prepared by learners from various geographic locations and disadvantaged families at an education centre; meet parents of disadvantaged pupils (learn about their habits and culture).

WHOM?

Head teachers, teacher trainers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

tekiletirmeyi engelleyerek, biz bilincini oluturma balyla oluturacamz alma ziyaretinde dezavantajl gruplarn sosyal ortamlara adaptasyonunu salamak iin yaptmz etkinlikleri ve baarlarmz katlmclarla paylaacaz. bulma yoluyla g eden ailelerin ocuklarnn yaad skntlar ele alp,zm yollarn sunacaz. Ayrca oluturduumuz zel gruplarla (mzik, resim, tiyatro) rencileri meslek liselerine, yetenek okullarna ynlendirerek, okuma istei kazandrlacaktr. Amacmz, baarnn ve iletiimin tek kaynann, n yarglar brakp, gzellikleri ortaya karmak ve bylece yaptmz almalarla, kutuplama veya toplumdan dlanmann olmayacan kantlamaktr.

organiser(s): SEKER Osman Yeniehir District National Education Directorate Atatrk Cad. No:5 Merkez Bursa, 016900 Tel. 0090 22 47 73 00 99 Fax 0090 22 47 73 01 16 Email: yenisehirproject@[Link] Website: [Link]

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Including underrepresented groups in VET

Group No: 246 Round 2 Type of visit: Vet

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

10/6/2013-14/6/2013 Cologne, germany

Working language:

english

In Germany, 16.2 % of all young people aged 18 to 29 have no vocational qualification: consequently, German VET policy aims to provide opportunities for all young people wishing to obtain a qualification. For certain groups of young people, it is extremely difficult to participate, such as young people not entitled to training, with learning difficulties or unskilled young people, socially disadvantaged and young immigrants. Specific support is required to enable these people to access training or work. Supporting disadvantaged young people is understood as an important permanent task and is an integral part of VET. It is important to use efficiently and combine intelligently existing, diverse funding measures before and during training and in transition to the world of work. Several national and regional measures and good practice examples for inclusion will be shown and discussed.

Number of places: 15 Minimum required: 8

WHAT?

Keywords: migrants and minorities social inclusion special needs

Participants will learn about: flexible and diverse learning pathways for disadvantaged groups; overcoming barriers and supporting access to VET; initiatives in VET promoting access to participation and social inclusion; vocational guidance.

HOW?

Participants will: discuss access, transfer and progression in VET with national experts and policy-makers; visit vocational education and training organisations implementing a range of inclusion initiatives; meet trainers, teachers and learners involved in inclusion programmes; explore inclusive initiatives in German and European contexts.

WHOM?

organiser(s): seNa Katarzyna Nationale Agentur Bildung fr Europa beim BiBB EUStudienbesuchsprogramm Robert-Schuman-Platz 3 Bonn, 53175 Tel. +49-228- 107 16 47 Fax +49-228- 107 29 64 Email: Sena@[Link] Website: eNgeLs Ulrike National Agency Education for Europe at the Federal Institute for Vocational Education and Training Robert-Schuman-Platz 3 Bonn, 53175 Tel. +49-228 107 16 10 Fax +49-228 107 29 64 Email: engels@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, directors of guidance centres, head teachers, teacher trainers, owners/managers of SMEs, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of employers organisations, representatives of local, regional and national authorities, representatives of trade unions, researchers.

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[Link] [Link] [Link] [Link]

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Integration of ethnic minorities into Gateshead schools

Group No: 247 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

17/6/2013-21/6/2013 gateshead, england, United Kingdom

Working language:

The North East of England has seen an increase in children from different ethnic backgrounds joining schools with over 60 languages spoken in our classes. Many of these children have limited English and struggle to access the curriculum. The EMTAS (ethnic minority and traveller achievement service) provides support in developing policies, strategies and resources for both schools and children, starting from an initial assessment to in-class support, liaising with parents and providing training for school staff and trainee institutions. To foster early community spirit, it is important that all new arrivals from different backgrounds feel valued and supported in integrating easily into the local community.

english

WHAT?

Number of places: 12 Minimum required: 8

Keywords: disadvantaged groups intercultural education migrants and minorities

Participants will learn about: how the education system meets the needs of diverse groups; providing in-class support to Roma and traveller pupils and learners for whom English is an additional language; supporting trainee teachers to deliver an inclusive curriculum; best practice in promoting community cohesion and dealing with controversial issues, such as racial discrimination.

HOW?

Participants will: visit schools and education institutions from early years to university; talk to pupils, teachers and specialist education staff; visit a range of local teacher training providers; look at school-based and community projects for promoting inclusion and community cohesion.

WHOM?
organiser(s): soNI Veena Gateshead Council Ethnic Minority and Traveller Achievement Service (EMTAS) Dryden Centre Evistones Road Gateshead, NE9 5UR Tel. +44191 433 86 92 Fax +44191 433 85 83 Email: veenasoni@[Link] JosePh sheba Gateshead Council Ethnic Minority and Traveller Achievement Service (EMTAS) Dryden Centre Evistones Road Gateshead, NE9 5UR Tel. +44191 433 86 97 Fax +44191 433 85 83 Email: shebajoseph@[Link] Website: [Link] uk/Education%20and%20 Learning/Schools/emtas/ [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities, researchers.

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[Link]/education%20and%20Learning/schools/emtas/[Link]

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Community cohesion in schools

Group No: 248 Round 2 Type of visit: general education

CategoRy of themes:

Promote social inclusion and gender equality in education and training, including integration of migrants

WHY?

17/6/2013-21/6/2013 Leicester, england, United Kingdom

Working language:

Over 50% of Leicester pupils are of minority ethnic origins. For over 30 years, Leicester has been developing policies and practice with regard to diversity. The city has achieved national education awards for race equality and community cohesion. The School Development Support Agency (SDSA) is a not-for-profit organisation owned by Leicester city council as an arms-length organisation. The SDSA operates in the following policy areas: schools, local authorities, pupil/student participation, interfaith projects and community cohesion. We wish to continue the tradition of hosting study visits to Leicester and develop European links in partnership with the Institute for Community Cohesion and local head-teachers and other key players in the region.

english

WHAT?

Number of places: 15 Minimum required: 8

Participants will learn about: Leicesters educational responses to diversity and promotion of community cohesion; national policy initiatives and legislation and role of city council education organisations; local community cohesion and diversity projects on race equality, citizenship and intercultural education; work with schools on language support, multicultural curriculum and how to tackle racism.

Keywords: cultural awareness and expression migrants and minorities social inclusion

HOW?

Participants will: visit schools; visit community-based organisations; talk to pupils and teachers; discuss issues with specialist education department staff who support schools; discuss experiences and practice across Europe.

WHOM?

organiser(s): mahmooD Khalid School Development Support Agency (SDSA) Alliance House, 6 Bishop Street Leicester, LE1 6AF Tel. +44 11 62 99 59 39 Fax +44 11 62 29 15 51 Email: [Link]@[Link] Website: [Link] CURtIs alan School Development Support Agency (SDSA Alliance House, 6 Bishop Street Leicester, LE1 6AF Tel. +44116 299 59 48 Fax +44116 229 15 51 Email: [Link]@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of employers organisations, researchers.

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[Link] [Link] [Link]

290 CEDEFOP STUDY VISITS

CaDRes NatIoNaUx et seCtoRIeLs Des CeRtIfICatIoNs LIs aU CeC

Modularisation de lenseignement qualifiant: la certification par unit dapprentissage

Numro de groupe: 249 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe: POURQUOI?

Concevoir des stratgies pour lducation et la formation tout au long de la vie et la mobilit Dans le contexte de la mise en place du systme europen de crdits dapprentissage pour lenseignement et la formation professionnels (ECVET) et du cadre francophone des certifications, la Belgique francophone a dcid de rformer son enseignement de qualification (ducation et formation professionnelle formelle pour lves de 14 18 ans) en introduisant dans certains secteurs une modularisation travers la certification par unit dapprentissage. Il sagit dune organisation de lenseignement fonde sur la culture de la valorisation des acquis plutt que sur la culture de la sanction des checs; un enseignement concret et motivant dont les jeunes peuvent mieux percevoir les objectifs et dans lequel ils sont plus mme de sinvestir. Cette rforme se place dans le contexte plus large de la revalorisation de lenseignement qualifiant. Le ministre de la Fdration Wallonie-Bruxelles en charge notamment des politiques denseignement secondaire, organise cette visite car il sagit dune rforme en phase avec les priorits europennes (processus de Copenhague).

13/5/2013-17/5/2013 Bruxelles, Belgique

Langue de travail:

franais

Nombre de places: 15 Minimum requis: 8

QUOI?

Mots cls: programme pour lducation et la formation tout au long de la vie systme europen de crdits dapprentissage pour la formation et lenseignement professionnels (eCVet) transparence des qualifications

Le participant dcouvrira: comment sorganise la rforme de lenseignement qualifiant dans le contexte de la mise en uvre du cadre francophone des certifications (modularisation); comment sorganise, dans ce contexte, la formation en cours de carrire des enseignants; la mise en uvre, dans ce contexte, de la validation des comptences; la mise en commun, entre plusieurs coles ou institutions de formation actives dans un mme secteur industriel, des moyens technologiques de manire partger les cots.

COMMENT?

Le participant: visitera des coles participant la modularisation de lenseignement qualifiant; visitera un centre de technologie avance visant accrotre le niveau de la formation (professionnelle initiale) par la mise disposition de matriels de pointe; rencontrera un responsable du Service francophone des mtiers et des qualifications en charge notamment des profils de formation raliss en partenariat avec le monde de lentreprise; rencontrera un responsable du consortium de validation des comptences.

POUR QUI?

Directeurs dinstitutions, de centres ou dtablissements prestataires denseignement et de formation professionnels, inspecteurs denseignement et de formation professionnels, professeurs principaux, formateurs denseignants, conseillers pdagogiques ou dorientation, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants dorganisations demployeurs.

organisateur(s): gILLIaRD etienne Ministre de la Communaut franaise de Belgique Boulevard Lopold II, 44 Bruxelles, 1080 Tel. 0032 24 13 29 53 Fax 0032 24 13 35 78 Email: [Link]@[Link] Website: [Link].b

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[Link] [Link]/[Link]?page=0&navi=215&rank_navi=215

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tooLs to PRomote tRaNsPaReNCy of qUaLIfICatIoNs aND moBILIty of CItIZeNs

Improving students cultural awareness and mobility

Group No: 250 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility The host institution is the Technical University of Lodz (TUL), the fourth technical university in Poland, and the first technical university in Poland to incorporate the ECTS label in to our curriculum. We would be proud to present, some of our units including IFE (international faculty of engineering), established in 1992, which offers: a mobility semester, European project semester, problem-based learning small team projects specific to particular study programmes. We would also like to show how new policies were implemented in a language centre a secondary high school and the Open University.

3/6/2013-7/6/2013 Lodz, Poland

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: organising a mobility week to improve students cultural awareness and mobility; developing intercultural communication and teamwork skills of international students; promoting multilingualism; implementing a learning outcome-approach; implementing ECTS labels.

Keywords: communication in foreign languages intercultural education learners mobility

HOW?

Participants will: meet heads of TUL units; see official documents such as study programmes, etc.; observe teachers work in the classroom; visit supporting institutions such as the radio broadcasting centre or foreign affairs department to learn how they support students cultural awareness and mobility.

WHOM?

Directors of education and vocational training institutions, centres or providers, head teachers, teacher trainers, heads of departments.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Jestemy pierwsz techniczn uczelni w Polsce, ktra wdroya system punktw ECTS. Chcielibymy podzieli si naszym dowiadczeniem w obszarze promowania wielokulturowoci i wielojzycznoci. Uczestnicy wizyty studyjnej spotkaj si z przedstawicielami wadz uczelni odpowiedzialnymi za innowacje w obszarach ksztacenia, a szczeglnie ksztacenia jzykowego.

organiser(s): NoWaCKa magdalena Language Centre at Technical University of Lodz al. Politechniki 12 Lodz, 90-924 Tel. +48 698 68 91 11 Fax +48 426 31 28 25 Email: [Link]@[Link] Website: [Link]

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[Link]/en/[Link] [Link]/[Link]/lang-en [Link]/ [Link] [Link]

292 CEDEFOP STUDY VISITS

RefoRms IN NatIoNaL eDUCatIoN aND tRaININg systems

Economic downturn as catalyst for promoting education reforms

Group No: 251 Round 2 Type of visit: general education

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility In recent years the Latvian education system has undergone a range of changes affecting all levels of education. Reforms themselves are usually not budget cuts and require additional funds. However, during the crisis of 2008-10 the national government faced a series of budget cuts in the education sector resulting in system reform. Although general education has suffered a lack of funds, the economic downturn has helped policy- makers to promote long-needed education reforms (due to the demographic situation) without reducing the quality of education [Link] visit will provide information and possibilities to contact people in three areas of transformation: implementation of student financing, school network optimisation without reducing education availability, and revision of general education curriculum.

20/5/2013-24/5/2013 Rga, Latvia

Working language:

english

WHAT?

Number of places: 12 Minimum required: 8

Participants will learn about: general education system management aspects during budget cuts; per-student financing formula and its implementation for financing general education institutions; optimisation of general education network.

Keywords: autonomy (school or institution) financing leadership and management

HOW?

Participants will: visit the Ministry of Education and Science and institutions under the ministry; visit different types of general education institutions in rural and urban areas; meet key policy-makers in charge of reforms; discuss reform issues with social partners.

WHOM?

Directors of education and vocational training institutions, centres or providers, heads of departments, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): KULss Dmitrijs Ministry of Education and Science Valnu iela 2 Riga, LV-1050 Tel. 371 67 04 79 83 Email: [Link]@[Link] Website: [Link] mUhINa Jelena Ministry of Education and Science Valnu iela 2 Riga, LV-1050 Tel. 371 67 04 79 83 Email: [Link]@[Link] Website: [Link]

Latvijas izgltbas sistm, skarot visus izgltbas lmeus pdjos gados ir veiktas vairkas [Link] parasti prasa papildu finanses, bet krzes apstkos valdba sastaps ar nepiecieambu vienlaikus ievrojami samazint budetu un uzskt izgltbas sistmas reformu. Lai gan visprj izgltb ir finanu ldzeku trkums, tomr ekonomisk lejupslde ir paldzjusi politikas veidotjiem uzskt reformas, kas sekms izgltbas efektivitti ilgtermi, vienlaikus saglabjot izgltbas kvalitti. Mcbu brauciena laik dalbniekiem bs iespja satikties ar reformu veidotjiem un stenotjiem, k ar saemt informciju par reformas trim plriem: 1. finansanas modea Nauda seko skolnam ievieana, 2. visprjs izgltbas iestu tkla optimizcija un 3. izgltbas satura pilnveide.

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[Link]

CATALOGUE 2012/13 293

DeVeLoPINg LINKs BetWeeN Vet aND hIgheR eDUCatIoN

Bolstering attractiveness of VET in Malta

Group No: 252 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Making VET systems more open, flexible and attractive has been identified as a major part of the European economic, employment and social agenda, especially with todays economic crisis. Opening a range of new pathways between VET and higher education is therefore essential to prepare and train individuals and equip them with the necessary skills and competences for them to be properly integrated into the labour market. A significant and successful achievement in recent years in Malta was to include VET at higher education level as an alternative to university education. This came into being with a desire to improve the status and quality of vocational education by including VET at higher education level or in other words to develop a parity of esteem between VET and university education.

20/5/2013-24/5/2013 Valletta, malta

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: initiatives on a range of new pathways linking VET and higher education; methods and practices to increase the number of students in VET; methods and training for teachers and trainers actively involved in VET; new training approaches from VET institutions on preparing individuals for the labour market; methods and tools on how leading VET institutions in Malta collaborate with industry.

Keywords: apprenticeship key competences teachers and trainers competences

HOW?

Participants will: visit the leading VET institutions in Malta: the College of Arts, Science and Technology (MCAST)and the Institute for Tourism Studies (ITS); visit the main training organisation in Malta: the Employment and Training Corporation (ETC); observe teaching methods in a VET classroom; meet Directors of VET institutions, training organisations and key policy-makers; discuss and analyse strengths and weaknesses of local approaches and training methods; visit a workplace dependent on VET skills.

WHOM?

organiser(s): attaRD Reinhard European Union Programmes Agency Lifelong Learning Programme 36 Old Mint Street Valletta, VLT 1514 Tel. +356- 25 58 61 12 Fax +356- 25 58 61 39 Email: [Link]@[Link] Website: [Link] oLIVaRI antonio European Union Programmes Agency (EUPA) 36, Old Mint Street Valletta, VLT 1514 Tel. 00356 25 58 61 43 Fax 00356 25 58 61 39 Email: [Link]@[Link] Website: [Link]

Company training managers, directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of trade unions, researchers.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

L-gan illi s-sistemi tal-edukazzjoni u tari vokazzjonali isiru aktar aessibbli, flessibbli u attraenti huwa fost il-prioritajiet ewlenin tal-aenda Ewropea rigward l-ekonomija, ix-xogol u s-sojeta, bmod partikolari minabba l-krii ekonomika kurrenti. Galdaqstant jetie illi toroq odda jinfetu bejn l-edukazzjoni vokazzjonali u dik terzjarja ghall-preparament u tari ta individwi babiltajiet u kompetenzi neessarji gad-dinja tax-xogol. Il-progress sinjifikattiv li sar dan l-aar fMalta jikonerna l-inklujoni tal-edukazzjoni u tari vokazzjonali fi dan fuq l-istess livell tal-edukazzjoni terzjarja bala alternattiv gall-edukzazjonni offruta milluniverista (dik terzjarja). Dan kien sar bit twemmin li tidied il-kwalita tal-edukazzjoni vokazzjona.

WWW.
[Link] [Link] [Link] [Link] [Link] [Link]

294 CEDEFOP STUDY VISITS

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

Adult education in Spain: a look at Galicia

Group No: 253 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Adult education is a basic issue for the economical and social development of our country, especially in less developed regions such as Galicia. Santiago de Compostela is the capital of the region (autonomous community), where the regional Ministry of Education is based and where all education policy of the region is developed. The host institution is the service of adult education of the regional Ministry of Education. This service is responsible the coordinating all initiatives on adult education developed in Galicia region.

8/4/2013-12/4/2013 santiago de Compostela, spain

Working language:

WHAT?

english

Number of places: 15 Minimum required: 8

Participants will learn about: general organisation of adult education in Galicia; connections between adult education and VET; specific initiatives on adult education in Galicia: schools of different levels.

HOW?

Keywords: adult learning social inclusion

Participants will: receive general information from experts on adult education in Galicia; visit adult education schools in different social contexts; exchange information and opinions with teachers working in adult education.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, representatives of education and training networks and associations.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Esta visita ofrecer una panormica general de la educacin de adultos en la Comunidad Autnoma de Galicia. En el presente contexto socioeconmico, muchos adultos retornan al sistema educativo para mejorar su formacin y facilitar as el acceso al mundo laboral. Igualmente, los jvenes buscan en esta modalidad de enseanza una segunda oportunidad para obtener el ttulo bsico del sistema o enseanza postobligatorias. En Galicia existe una oferta variada y flexible de educacin de personas adultas, que abarca desde las enseanzas bsicas iniciales hasta el bachillerato o los ciclos superiores de formacin profesional. A travs de exposiciones de expertos, visitas a centros e intercambio con los profesionales, esta visita constituir un acercamiento significativo a la educacin de adultos.

organiser(s): LosaDa aLDRey Jose alejo Service of Adult Education. Subdireccin Xeral de Aprendizaxe Permanente e Ensinanzas de Rxime Especial. San Caetano, sn. Santiago De Compostela, 15781 Tel. 0034 981546549 Fax 0034 981546551 Email: [Link]@[Link] Website: [Link]

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[Link] [Link]/web/taxonomy/term/112 [Link]/ [Link]/

CATALOGUE 2012/13 295

INCReasINg aDULt PaRtICIPatIoN IN eDUCatIoN aND tRaININg

An answer to a challenge: innovation in adult education

Group No: 254 Round 2 Type of visit: mixed

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Lifelong learning is a priority for the government of Castilla-La Mancha. The education department has set up different kinds of provision to encourage adults to continue to participate in learning, including outreach support for surrounding areas where distance learning is availabel to students who cannot attend class. The Provincial Office of Education in Toledo is an institution responsible for analysing reality, providing and managing all kinds of resources to meet every necessity identified in adult education. It emphasises a wide range of provision that meets flexibly both individual learners needs and changing needs of the economy and labour market.

13/5/2013-17/5/2013 toledo, spain

Working language:

WHAT?

english

Number of places: 12 Minimum required: 8

Participants will learn about: adult education provision policies in Castilla-La Mancha; how adult education has focused on flexible learning to improve quantity and quality of programmes offered; initiatives and teaching practice models implemented in adult education; participation of other public and private institutions in adult education; participation of adult education centres in the lifelong learning programme.

Keywords: adult learning social inclusion validation of non-formal and informal learning

HOW?

Participants will: observe the legal framework for adult education in Castilla-La Mancha; interact with officials, teachers and adult learners; visit adult education centres which offer flexible and varied programmes in lifelong learning; observe different teaching practice models.

WHOM?

Directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors, head teachers, teacher trainers, pedagogical or guidance advisers, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

organiser(s): heRNaNDeZ feRNaNDeZ maria Belen Servicios Perifricos de la Consejera de Educacin, Cultura y Deportes Avda de Europa, 26 Toledo, 45003 Tel. 0034 925288910 Fax 0034 925288918 Email: mbhernandez@[Link] Website: [Link]

En el informe de situacin de 2008 del Consejo y de la Comisin Europea sobre la ejecucin del programa de trabajo Educacin y Formacin 2010, se aprecia una evolucin muy positiva en el porcentaje de participacin en el aprendizaje permanente en Espaa. En Castilla La Mancha se consider necesario crear un marco avanzado que permitiera a cada persona adaptarse a las rpidas transformaciones de la sociedad y participar como agente activo en la misma. La oferta es, por tanto, flexible y acorde con la realidad sociodemogrfica de la regin y las demandas del mercado laboral. Adems, tiene una funcin compensadora y propone acciones para promover la integracin social de grupos con necesidades especficas (bolsas residuales de analfabetismo o inmigracin).

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[Link]/ [Link]/educacion/que-estudiar-y-donde/[Link] [Link] [Link] [Link]

296 CEDEFOP STUDY VISITS

oRIeNtatIoN toUt aU LoNg De La VIe PoUR LaPPReNtIssage et Le tRaVaIL

Les professionnels dveloppent la qualit en orientation

Numro de groupe: 255 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe: POURQUOI?

Concevoir des stratgies pour lducation et la formation tout au long de la vie et la mobilit Le PRAO (Ple Rhne-Alpes de lOrientation) est un organisme qui anime et professionnalise les 21 rseaux de lorientation tout au long de la vie identifis de la rgion Rhne-Alpes (600 structures, 4000 professionnels). Pour cela, il dveloppe des actions et des outils en partenariat avec les rseaux. Trois activits innovantes pourraient tre mises en valeur dans le cadre de cette visite dtude: la dmarche qualit en orientation cre au niveau europen, les outils de professionnalisation VAE distance, la cration dun rfrentiel de la fonction daccueillant information gnraliste.

9/4/2013-12/4/2013 Lyon, france

Langue de travail:

franais

QUOI?

Nombre de places: 18 Minimum requis: 8

Le participant dcouvrira: lorganisation singulire des rseaux de lorientation en Rhne-Alpes; la dmarche damlioration de la qualit en orientation construite au niveau europen et son utilisation; lamlioration des services Accueil Information Gnraliste; lorganisation de la Validation des Acquis de lExprience en Rhne-Alpes et les outils crs.

Mots cls: assurance qualit orientation tout au long de la vie validation des acquis non formels et informels

COMMENT?

Le participant: connatra le PRAO, le systme dorientation et les spcificits Rhnalpines; connatra et changera avec les membres du groupe et intervenants; connatra la dmarche qualit europenne AQOR et des exemples dutilisation; testera et exprimentera cette dmarche; connatra la VAE et ses outils dont les modules e-learning; visitera et changera avec des structures dorientation mettant en uvre les actions ou dispositifs prsents; changera avec les autres membres du groupe et les intervenants sur ses pratiques au regard des sujets abords.

POUR QUI?

Directeurs de centres dorientation, directeurs de centres de validation, conseillers pdagogiques ou dorientation, reprsentants de chambres de commerce/dindustrie/dartisanat, reprsentants de rseaux et dassociations denseignement et de formation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation, reprsentants dorganisations demployeurs, reprsentants des autorits locales, rgionales et nationales, reprsentants des syndicats.

organisateur(s): gRImaND aline PRAO (Ple Rhne-Alpes de lOrientation) 1, esplanade Franois Mitterrand CS 20033 Lyon, 69269 Tel. 0033 426 73 48 85 Email: agrimand@[Link] Website: [Link]

WWW.
[Link] [Link]/partenariats-et-cooperations/qualite-de-l-orientation/ [Link]/vae/vae-et-entreprise/ [Link] [Link]/43217835/0/fiche___pagelibre/&Rh=fC_fR&Rf=1305643190717 [Link] [Link] [Link]/rubrique-orientation-de-l-academie-de-lyon,129371,[Link] [Link]

CATALOGUE 2012/13 297

oRIeNtatIoN toUt aU LoNg De La VIe PoUR LaPPReNtIssage et Le tRaVaIL

Ple Emploi: articuler des missions complmentaires orientation et emploi

Numro de groupe: 256 Phase 2 Type de visite: mixte

CatgoRIe thmatIqUe: POURQUOI?

Concevoir des stratgies pour lducation et la formation tout au long de la vie et la mobilit La mise en place rcente du service public de lorientation franais (SPO) en lien avec les directives europennes sur lorientation tout au long de la vie, donne au Ple Emploi deux nouvelles missions: lorientation professionnelle et la formation. Il sengage dans la ralisation de diffrents projets: mise en place de services distance (tlphone, internet), renouvellement de loffre de service orientation et formation, dveloppement de la mthodologie et des outils adapts, renforcement des comptences des intervenants. Limplantation de la nouvelle direction de lOrientation et de la Formation, permet de proposer aux participants de visiter des structures dlivrant des services varis.

10/6/2013-13/6/2013 Paris, france

Langue de travail:

QUOI?

franais

Nombre de places: 12 Minimum requis: 6

Mots cls: besoins de comptences mobilit des travailleurs orientation tout au long de la vie

Le participant dcouvrira: lorganisation mise en place pour dlivrer les prestations daccompagnement; les agences de services spcialiss (A2S) rpondant des besoins ou des publics particuliers (accompagnement des licencis conomiques, dfinition de projets professionnels, construction de parcours de formation, etc.); larticulation entre agences spcialises et gnralistes; comment Ple Emploi sest saisi de lopportunit offerte par la mise en place du SPO pour dvelopper de nouvelles prestations; les divers canaux de dlivrance des services dinformation et dorientation. Le participant : suivra une confrence sur le nouveau paysage franais de lorientation; visitera une agence de service spcialise dlivrant la nouvelle offre de services orientation et une Cit des Mtiers (ou autre structure) pour laquelle Ple Emploi intervient comme partenaire; rencontrera des conseillers et des psychologues du travail; assistera une prsentation dtaille doutils spcifiques conus et dploys par la Direction de lOrientation et de la Formation.

COMMENT?

POUR QUI?

Directeurs de centres dorientation, directeurs de centres de validation, conseillers pdagogiques ou dorientation, reprsentants de services ducatifs, dagences pour lemploi ou de centres dorientation.

organisateur(s): PICqUette marc Ple Emploi Direction de lOrientation et de la Formation 1-5, avenue du Docteur Gley Paris Cedex 20, 75987 Tel. 0033 140 30 62 48 Fax 0033 140 30 69 20 Email: [Link]@[Link] Website: [Link] www. [Link]

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[Link]/accueil [Link] [Link] [Link] [Link]/informations/-@/spectacle/ [Link] [Link]

298 CEDEFOP STUDY VISITS

moBILItt ZU LeRNZWeCKeN IN DeR aLLgemeINeN UND BeRUfLICheN BILDUNg

Effektive Motivation von Arbeitgebern zur Teilnahme an Mobilittsprojekten

Gruppennummer: 257 antragsrunde 2 Art des Besuches: Berufsbildung

themeNBeReIChe: WARUM?

Entwicklung von Strategien fr lebenslanges Lernen und Mobilitt Ein gemeinsames Ziel von Ungarn und der EU ist die Steigerung der Mobilitt in der Berufsbildung. Einer der wichtigsten Akteure in der qualitativen Mobilitt sind Wirtschaftsunternehmen, deshalb ist ihre Kooperationsbereitschaft in der Verwirklichung von Mobilittsprojekten von groer Bedeutung. Die Stiftung Wexedu hat langjhrige Erfahrungen mit der Organisation von internationalen Projekten gesammelt. Die Einrichtung hat es sich zum Ziel gesetzt, durch die Prsentation von guten Beispielen und erfolgreichen Projekten und durch Erfahrungsaustausch die Qualitt von Mobilittsprogrammen zu verbessern und die Zusammenarbeit zwischen der Welt der Bildung und der Welt der Arbeit effektiver zu gestalten.

22/4/2013-26/4/2013 szentendre, Ungarn

Arbeitssprache:

WAS?

Deutsch

Anzahl der Teilnehmerpltze: 15 Erforderliche Mindestanzahl: 8

Die Teilnehmer werden Folgendes lernen: erstklassige internationale Mobilittsprojekte kennen lernen die effektive Zusammenarbeit zwischen berufsbildenden Schulen, Stiftungen und Unternehmen untersuchen ein Programm zusammenstellen, mit dessen Hilfe sie die Wirtschaftsunternehmen zur Teilnahme an Mobilittsprogrammen motivieren knnen einen Katalog fr Techniken und Methoden zur Argumentation und zur Kommunikation fr die Kontaktaufnahme erstellen.

Schlsselwrter: aeltere arbeitnehmer Nationale qualifikationsrahmen

WIE?

Die Teilnehmer werden: Schulen und Einrichtungen besuchen, die erfolgreiche Leonardo-Mobilittsprojekte durchgefhrt haben; Arbeitgeber mit langjhrigen Erfahrungen auf dem Gebiet internationaler Zusammenarbeit treffen an Workshops zum Thema direkter und indirekter Nutzen von Mobilittsprojekten fr das Unternehmen teilnehmen.

WER?

Bildungsbeauftragte in Unternehmen, Leiter von Bildungs- und Berufsbildungseinrichtungen und -anbietern, Leiter von Berufsberatungszentren, Schulleiter, Lehreraus- und -fortbildner, Inhaber/Geschftsfhrer von kleinen und mittleren Unternehmen, Bildungs- oder Berufsberater, Vertreter der Industrie- und Handelskammern sowie der Handwerkskammern, Vertreter von Bildungs- und Berufsbildungsnetzwerken und -vereinigungen, Vertreter von Bildungsdienstleistern, Arbeitsmtern/-agenturen oder Beratungszentren, Vertreter von Arbeitgeberorganisationen und Interessenvereinigungen, Vertreter von Arbeitnehmerorganisationen und Interessenvereinigungen.

organisator(en): KHIM Ingrid WEXEdU Foundation 8/a. Mathiasz str. Szentendre, 2000 Tel. +36-70 866 08 83 Fax +36-26 30 05 11 Email: khim@[Link] Website: [Link]

WWW.
[Link]/fileadmin/user_upload/Nutzen-von-auslandspraktika_endbericht_mit_anhang.pdf [Link]/bildung/fit-fuer-europa-fit-fuer-das-unternehmen-promoa [Link]/Dokumente_mobiproj_03-07-09/Was_ist_Promoa_%28zip_ Promoa%[Link]

CATALOGUE 2012/13 299

LeaRNINg moBILIty IN eDUCatIoN aND tRaININg

Increasing attractiveness of VET through Leonardo da Vinci mobility

Group No: 258 Round 2 Type of visit: Vet

CategoRy of themes: WHY?

Develop strategies for lifelong learning and mobility Raising attractiveness of VET is vital as rates of unemployment are increasing in Brasov county. Local policies of Braov and Scele aim to increase employability. In the past decade, the host institutions Colegiul Tehnic Remus Radule and Grup colar Victor Jinga, both VET organisations with expertise in carrying out Leonardo da Vinci mobility projects since 1998, have made considerable efforts to attract students from Brasov county and provide local companies with a highly-skilled and competitive workforce. Other VET institutions can also share their experiences and good practices as VET mobility already represents a succesful tool in developing learners skills more efficiently and according to labour market needs.

20/5/2013-24/5/2013 Brasov, Romania

Working language:

WHAT?

english

Number of places: 15 Minimum required: 6

Participants will learn about: ways to improve and develop VET through Leonardo da Vinci mobility projects; experiences of VET organisations in Brasov county; successful methods and good practices for developing competences through mobility; cooperation networks with local, regional, national and international organisations and companies.

Keywords: europass learners mobility lifelong learning programme

HOW?

Participants will: visit VET organisations with experience in Leonardo da Vinci mobility; exchange ideas and good practices on VET mobility; meet local companies directors, head teachers, guidance counsellors, participants to mobility.

WHOM?

organiser(s): ANTAL Annamaria Colegiul Tehnic Remus Rdule Str. Zizinului, no.106 Braov, 500347 Tel. +40 07 23 61 87 16 Fax +40 03 68 00 61 00 Email: antal_annamaria@[Link] Website: [Link] BUKSA Ioan Sorin Grup colar Victor Jinga Str. Episcop Popeea, no.20 Scele, 505600 Tel. +40 02 68 27 50 90 Fax +40 02 68 27 50 90 Email: directiunea@[Link] Website: [Link]

Directors of education and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of departments, pedagogical or guidance advisers, representatives of chambers of commerce/ industry/crafts, representatives of education and training networks and associations, representatives of educational services, labour offices or guidance centres, representatives of local, regional and national authorities.

shoRt DesCRIPtIoN IN the host CoUNtRys LaNgUage:

Scopul vizitei de studiu l constituie realizarea unui schimb de idei i experiene privind rolul mobilitilor Leonardo da Vinci n optimizarea inseriei sociale, pentru toate categoriile de participani la mobiliti. Organizaiile gazd vor mprti participanilor rezultatele experinei de peste un deceniu n implementarea mobilitilor i exemple de bun practic privind creterii atractivitii VET. Activitile vor cuprinde, dezbateri, mese rotunde, ateliere de lucru, vizite la instituii cu experien n derularea mobilitilor. Activitile vor fi axate pe identificarea influenei perioadei de mobilitate asupra dezvoltrii personale i profesionale a participanilor.

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300 CEDEFOP STUDY VISITS

stUDy VIsIts PRogRamme foR eDUCatIoN aND VoCatIoNaL tRaININg sPeCIaLIsts aND DeCIsIoN-maKeRs 2012/13

Categories of themes
1. ENCOURAGING COOPERATION BETWEEN THE WORLDS Of EDUCATION, TRAINING AND WORK 1.1. Description Europe 2020 strategy puts strong emphasis on education and training to promote smart, sustainable and inclusive growth (Council of the European Union, 2010e). In the strategic framework for European cooperation in education and training after 2010, the Council of the European Union stresses that it is important to develop partnerships between education and training providers and businesses, research institutions, cultural actors and creative industries to promote innovation and increase employability and entrepreneurial potential of all learners (Council of the European Union, 2009a). Broader learning communities, involving representatives of civil society and other stakeholders, should be promoted to create a climate conducive to creativity and better reconciling professional and social needs, as well as individual wellbeing (Council of the European Union, 2009b). The economic crisis facing Europe requires immediate and efficient measures that will aid long-term economic and social development, reinforce competitiveness, support employability and strengthen social cohesion. The European Commission in its communication, A shared commitment for employment (2009a), outlined three key priorities that should help Member States design and implement appropriate and effective employment policies: maintaining employment, creating jobs and promoting mobility; upgrading skills and matching labour market needs; and increasing access to employment. Initial education and training provides the skills base to build on. The knowledge, skills and competences people acquire during initial education and training can help them move successfully into employment and later adjust to emerging requirements, working methods and jobs. The Council conclusions on new skills for new jobs (Council of the European Union, 2010d) reflect on how people can be better educated and trained to take up jobs that do not yet exist. The 2011 Cedefops skills forecast update for sectors and occupations suggests that demand for skills, as measured by formal qualifications, will increase, yet many young Europeans leave school without an upper secondary level qualification. Of job openings expected to arise by 2020, 32 million will require high qualifications, 36.5 million will require medium-level qualifications and 6.7 million will require low qualifications (Cedefop, 2011b). The skills in many current jobs will change and require people to update them continuously, in other cases people will need to adapt to new jobs. It is important to make education and training more relevant to the world of work. To achieve this, it is necessary to encourage dialogue between education and training institutions at all levels - from schools to vocational, adult and higher educational institutions and partners in the labour market, more specifically enterprises and employers (Council of the European Union, 2009d). As highlighted in the Bruges communiqu on enhanced European cooperation in vocational education and training (VET), partnerships between education and training providers, social partners, enterprises, employment services and other stakeholders can create conditions for young people to acquire the knowledge, skills and competences to integrate quickly into the labour market and adjust to emerging working requirements (Bruges communiqu, 2010). This kind of cooperation can take different forms (Council of the European Union, 2009a), such as: creating education and training programmes based on learning outcomes that reflect the needs of the labour market; curriculum development aimed at developing key competences and complementing theoretical content with practical components from the world of business; work placements and internships of teachers and learners that make them familiar with a real work environment; participation of professionals and entrepreneurs in the teaching-learning process; The European social partners have developed their own framework of actions for lifelong learning competence development and qualifications, but are also partners in the Commissions and countries efforts to make VET in Europe better and more attractive. Social partners should be supported to play their part in organising, providing and financing training, but should also promote workplace learning improving

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employability prospects of workers and broadening access to lifelong learning (European Commission, 2010a). For lifelong learning to become a reality for all, irrespective of age and qualification levels, ordinary workplaces must become primary places of learning (Cedefop, 2011a). Study visits will present approaches and examples of good practice on: (a) education and trainings contribution to improving knowledge, skills and competences for the labour market; (b) analysing emerging skills needs and gaps in EU Member States labour markets and developing policies to address these; (c) designing and implementing activities such as transition from education and training to work, occupational guidance and workplace learning to increase employability; (d) incentives and initiatives developed at national and regional levels for education and training institutions to cooperate with external partners, including parents, municipalities, enterprises, social partners, NGOs, etc.; (e) national, regional and local examples of participative governance. 1.2. List of topics for study visits Transition from education and training to the world of work Workplace learning Integration of disadvantaged groups into the labour market Increasing attractiveness of VET Social partners contribution to lifelong learning Cooperation between education and training institutions, enterprises and local communities. New skills for new jobs Fostering entrepreneurship and employability 1.3. Keywords Adult learning, apprenticeship, entrepreneurship, financing, key competences, leadership and management, lifelong guidance, older workers, school environment, skill needs, social inclusion, social partners, sustainable development, validation of non formal and informal learning, work placement. 2. SUPPORTING INITIAL AND CONTINUOUS TRAINING Of TEACHERS, TRAINERS AND EDUCATION AND TRAINING INSTITUTIONS MANAGERS 2.1. Description The strategic framework for European cooperation in education and training (Council of the European Union, 2009b) after 2010 reiterates the need for high quality teaching through adequate initial teacher education and continuous professional development and through making teaching an attractive career choice. Flexible training provision and investment must be provided to initial and continuing training for teachers and trainers due to the changing labour markets and working environments (Bruges communiqu, 2010). More attention should be given to induction and probation programmes to deal with shortages of teaching skills and large numbers of young teachers leaving the profession. Coherent induction programmes should offer professional, social and personal support for beginning teachers (European Commission, 2010 l, p.16-18). Perception of the role of the teacher (trainer) has changed in recent years with more expectation from teachers as well as from schools in general. Key players in supporting the learning experience of learners,

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teachers and trainers need to take greater responsibility for updating and developing their own knowledge and skills (Council of the European Union, 2009c) and adapt their skills and working practices to a changing context. There is convergence in the roles of teachers and trainers: a trainer in a work-based setting will need more pedagogical competences and must play a supportive and mentoring role; while a teacher in a school will need, like a trainer, a good understanding of work practices (European Commission, 2010a). Teachers need to work with more heterogeneous groups of students and improve integration of disadvantaged students into mainstream education and training. Teachers and trainers need to master, develop and apply new teaching and training approaches and reflective thinking. This also implies more individualised approaches to teaching and learning, good communication skills, methods of teamwork, democratic schooling management and supportive mechanisms for pupil assessment and school evaluation. Teachers should be more involved and active in school improvement processes. New demands have made policy-makers and leaders of educational and training institutions look much more forward than before and changed the role of school leaders across Europe. School leaders nowadays are at the forefront and central actors of school improvement efforts. There is a need for effective leadership skills and competences (including financial management, ICT skills, staff motivation, quality assurance, communication, etc.) to embrace change and new roles. During the informal meeting of Ministers for Education in Gothenburg in September 2009, it was stressed that with students and teachers, school leaders should benefit from opportunities to share good practice and professional development across national boundaries (Swedish Presidency of the European Union, 2009). Improving quality and efficiency of education and training remains a strategic objective for European cooperation in education and training. Council conclusions on a strategic framework for cooperation (Council of European Union, 2009b) stressed the importance of improving governance and leadership of education and training institutions and developing effective quality assurance systems. Building quality includes capacity building of teachers, school leaders, trainers and training managers, policies to build bridges with parents, modernising curricula and broadening extra-curricular activities, improving infrastructure and establishing a respectful environment. Quality assurance mechanisms are important at all levels of education including assessing students competences, institutional self-assessments, external and internal evaluations, transparency and validating results. Involving, for example, social partners and actors from the labour market (learning communities) in evaluation and validation of results is becoming more and more frequent. In vocational education and training, the Bruges communiqu emphasises the need to give high priority to quality assurance in European cooperation in vocational education and training for the period 2011-20 (Bruges communiqu, 2010). Quality assurance is necessary to build up common trust which will ease mobility and recognition of skills and competences between VET systems. Member States should establish by 2015 quality assurance frameworks for VET providers, which also applies to associated workplace learning in accordance with the EQAVET recommendation (European Parliament; Council of the European Union, 2009b). Study visits will present developments and measures making teaching and training more attractive, improving leadership and raising quality by highlighting: (a) programmes designed to recruit and retain highly qualified staff in all educational and training professions; (b) the quality and competences of leaders of education and training providers; (c) ongoing professional development of teachers and trainers; (d) initiatives easing mobility of teachers and trainers; (e) measures to increase quality of education and training provision. 2.2. List of topics for study visits Quality assurance mechanisms in schools and training institutions Teachers and trainers initial training, recruitment and evaluation Teachers and trainers continuing professional development and career opportunities Leadership and management in schools and training providers 2.3. Keywords Autonomy (school or institution), evaluation (school or institution), leadership and management, quality assurance,

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status of teachers and trainers, teachers and trainers competences, teachers and trainers mobility, teachers and trainers qualifications.

3. PROMOTING ACQUISITION Of KEY COMPETENCES THROUGHOUT THE EDUCATION AND TRAINING SYSTEM 3.1. Description The recommendation of the European Parliament and the Council on key competences for lifelong learning (European Parliament; Council of the European Union, 2006a) defined a framework combining knowledge, skills and attitudes which all individuals need for personal fulfilment, active citizenship, social inclusion and employment. It is a reference tool to support policy-makers, education and training providers, employers and learners. Key competences are a priority for all age groups. Young people should acquire key competences by the end of initial education and training to a level that equips them for adult life and provides a basis for further learning and working life. Adults need to develop and update their key competences throughout their lives to adapt flexibly to a rapidly changing world. Key competences are: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and expression. The strategic framework for European cooperation in education and training (ET 2020) (Council of the European Union, 2009b) reinforced the need for everyone to acquire key competences, placing it as one of the strategic objectives to improve creativity and innovation, including entrepreneurship at all levels of education and training. Education for entrepreneurship, meaning a sense of initiative, ability to turn ideas into practice, creativity and self-confidence, should be encouraged and accessible to all VET students, across all curricula and fields of study, enabling practical experiences in enterprises, and involving experts from businesses (Council of European Union, 2010f). It should build awareness of self-employment as a career option and train them to start their own businesses. Entrepreneurship must become a normal part of the competence framework of teachers and trainers (European Commission, 2010a). Recent research shows there is a trend across the EU towards competence-based teaching and learning and a learning outcomes approach (Council of the European Union, 2010a) that forms part of an innovative approach to teaching and learning. European countries have made good progress in developing school curricula with more emphasis on cross-curricular approaches and real-life applications that support development of students key competences necessary for personal fulfilment, active citizenship and employability. Although improving literacy and basic skills still requires effort, transversal competences (digital competence, social skills, cooperation skills and learning skills) are gaining more and more attention. They are essential to people for adapting to various working environments and being active citizens. There is also growing demand from employers for these competences (Council of the European Union, 2010b). The European year of voluntary activities promoting active citizenship 2011 supported efforts of the EU, Member States, local and regional authorities to create the conditions in civil society conducive to volunteering in the EU. For the first time in 2010 the Council tackled the issue of education for sustainable development (ESD) integrating economic, social and environmental perspectives. It calls in its conclusions the Member States to mainstream sustainable development in all areas of education and training and to support ESD in their national lifelong learning strategies (Council of the European Union, 2010g). Those attending study visits on these themes will get acquainted with measures taken by participating countries to develop key competences for young people and adults and promote creative and innovative approaches to education and training, such as: (a) national, regional, local policies to increase the level of key competences and support creativity and innovation; (b) national curricular reforms or regional and local developments in school curricula; (c) specific initiatives and projects which promote development of key competences, creativity and innovation; (d) new approaches to organising learning and teaching; (d) innovative methods, learning environments, learning materials or assessment techniques.

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3.2. List of topics for study visits Increasing literacy and numeracy levels Language teaching and learning Use of ICT in learning Education for entrepreneurship Education for active citizenship and sustainable development Developing creativity in learning and teaching Learning mathematics and science 3.3. Keywords Adult learning, communication in foreign languages, communication in the mother tongue, competences in science and technology, content and language integrated learning (CLIL), cultural awareness and expression, curriculum, digital competence, extra-curricular activities, health education, innovative approaches, intercultural education, learning to learn, mathematical competence, parents involvement, personalised learning, skill needs, social and civic competences, social inclusion, student assessment, sustainable development, volunteering, young people. 4. PROMOTING SOCIAL INCLUSION AND GENDER EQUALITY IN EDUCATION AND TRAINING, INCLUDING INTEGRATION Of MIGRANTS 4.1. Description The strategic framework for European cooperation in education and training (ET 2020) (Council of the European Union, 2009b) sets promoting equity, social cohesion and active citizenship as a strategic priority for Member States until 2020. Education and training systems should aim to ensure that all learners including those from disadvantaged backgrounds, those with special needs and migrants complete their education, through, where appropriate, second-chance education and more personalised learning. By doing this, education and training systems contribute to reducing social inequalities and enable citizens to realise their full potential (Council of the European Union, 2011b). Reducing the share of early school leavers to 10% from the current level of 14.4% in both general education and VET is one of the headline targets of Europe 2020 strategy. The Commission approved in 2011 an action plan that will help Member States to achieve this headline target by the end of the decade. (Council of the European Union, 2011a). VET in particular can contribute to reducing the percentage of early school leavers through a combination of both preventive and remedial measures for example, through labour market relevant VET, increased work-based learning and apprenticeships, flexible learning pathways, effective guidance and counselling, and by learning content and methods that acknowledge young peoples lifestyles and interests, while maintaining high-level quality standards for VET (Bruges communiqu, 2010).

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Access to pre-primary education is essential for a good start in life as it promotes childrens sociability and lays the basis for further learning. It is especially important for children from families with low incomes, ethnic minorities and migrants. Member States have introduced alternative (more flexible) forms of education and training, second-chance programmes, mechanisms for informing parents about absences and reduced costs by providing free course materials and transportation. Close cooperation between general education and vocational sectors and second-chance schools for adults is important. For children with special needs, access is increasingly considered as being given the possibility to attend general or special education based on what provides the best learning possibilities for the individual child. At higher education level, free education is key as tuition fees may reduce access. Member States should develop diverse pathways through VET to further learning and employment. They should also improve public training programmes for the unemployed and disadvantaged learners. The quality and relevance of such programmes can be improved by encouraging stakeholder partnerships at regional and local levels and by promoting private sector involvement. All students should have an equal chance to succeed; success should not be dependent on circumstances outside the control of the pupil or student, such as the financial position of the family, parental education, parental occupational status, geographic location, ethnic and racial identity, gender and disability. At compulsory school level, the possibility for pupils who drop out of school to get a second chance to learn has also received considerable attention. The role of initial vocational training in equipping these pupils with skills, knowledge and qualifications is important for their integration into society. More initiatives are still needed in most Member States to reduce the number of early school leavers and fight inequity due to socioeconomic disadvantages. Individualised support for pupils at risk can include provision of personalised learning, counselling, mentorship and tutorship systems, welfare support and extracurricular activities in support of learning (Council of the European Union, 2010c). Study visits will present developments and measures on the following: (a) developing and implementing measures to improve access to education and training for disadvantaged groups; (b) designing and carrying out activities to achieve equity. 4.2. List of topics for study visits Early learning opportunities Personalised learning approaches Measures to prevent early school leaving Equal opportunities for disadvantaged groups 4.3. Keywords Adult learning, drop-outs, education and training attainment, gender equity, lifelong guidance, migrants and minorities, older workers, pre-primary learning, social inclusion, special needs, volunteering.

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5. DEVELOPING STRATEGIES fOR LIfELONG LEARNING AND MOBILITY 5.1. Description Making lifelong learning and mobility a reality is one of the strategic objectives for European cooperation in education and training after 2010 (Council of the European Union, 2009b). Most countries have made progress in defining unified and overarching lifelong learning strategies. Cooperation should address learning in all contexts whether formal, non-formal or informal and at all levels: from early childhood education and schools through to higher education, vocational education and training and adult learning. The Bruges communiqu on enhanced European cooperation in vocational education and training calls for more actions to ensure maximum access to lifelong learning so that people have opportunities to learn at any stage in life and by making routes into education and training more open and flexible (Bruges communiqu, 2010). Exchanging information on different policy options can help advance reforms of national education and training systems and, with other common learning activities, progress towards the common objectives and benchmarks for lifelong learning. Coherent and comprehensive lifelong learning strategies integrating education, higher education, adult learning and VET still need to be implemented. A holistic approach connecting lifelong learning and VET with other policy areas such as macroeconomics, employment, competition, enterprise, research and innovation, and social policies is crucial. Mobility of citizens, especially as part of education and training, helps promote a feeling of belonging to Europe, developing European awareness and emergence of European citizenship. More practically, it allows young people to improve their personal skills and employability, and teachers and trainers to broaden their experience and improve their skills. Finally, in an international economy, ability to educate oneself and work in a multilingual environment is essential for the competitiveness of the European economy. The lifelong learning programme supports exchanges and connections between people, institutions and countries. The youth on the move initiative (Council of the European Union, 2010h) underlines the value of learning mobility and proposes that its benefits should be made more available to all young people. In line with it, new innovative approaches should be explored on how mobility in VET, particularly of apprentices, can be strengthened. The 2006 European quality charter for mobility (European Parliament; Council of the European Union, 2006b) provides guidance on mobility arrangements for learning or other purposes, such as professional improvement, to both young people and adults while the European Commissions green paper on promoting the learning mobility of young people (European Commission, 2009b) deals with issues from preparation until the follow up of a mobility period. It also addresses the main barriers and obstacles to mobility and asks for suggestions and examples of good practice to overcome them. To promote mobility of European citizens as well as their qualifications and learning achievements, several common tools, principles and frameworks have been or are being developed at European level. They all aim to strengthen European cooperation and improve transparency, recognition and quality assurance in all sectors of education and training. The European qualifications framework (EQF, 2011) is a common European reference framework which links countries qualifications to make them more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens mobility between countries and lifelong learning. The EQF also serves as a common European reference point for those international sector organisations that wish to develop their own qualifications across countries More and more European countries are developing and implementing comprehensive national qualifications frameworks (NQFs) which cover all subsystems and which are closely although not exclusively related to EQF. An NQF is a tool supporting coherence of policy development and lifelong learning aiming at improving access, progression and recognition of learning outcomes. Europass (2010) is a tool to make citizens knowledge, skills and qualifications clearly and easily understood, and foster mobility in Europe. It consists of five documents: curriculum vitae, language passport, Europass mobility, certificate supplement and diploma supplement. According to the Bruges communiqu, a European Skills Passport will be developed as part of Europass by 2012, to help citizens record their skills gained during formal or non-formal learning experiences. Transparency of qualifications and recognition of learning outcomes is further supported by tools that help learners transfer credits gained during learning periods in their own country or abroad. These are: the European credit system for vocational education and training (ECVET) (European Parliament; Council of the European Union, 2009a) for vocational education and training (VET) and the European credit transfer and accumulation system (ECTS) for higher education. In 2009, the European Parliament and Council adopted

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a recommendation on establishing a European credit system for vocational education and training (ECVET). The European quality assurance reference framework for vocational education and training (European Parliament; Council of the European Union, 2009b) was adopted by the European Parliament and Council in 2009 as a reference instrument to help authorities of Member States to promote and monitor continuous improvement of their national VET systems. High quality guidance and counselling services support citizens lifelong learning, career management and achievement of personal goals. Lifelong guidance contributes to achieving wider goals of full employment, high educational attainment and economic growth. In 2008, the Council of the European Union adopted a resolution on better integrating lifelong guidance into lifelong learning strategies (Council of the European Union, 2008d) that reinforced the role of lifelong guidance in European education, training and employment policy development and implementation. Although Member States have achieved a lot of progress in lifelong learning strategies, very strong inequalities exist in learning participation for adults (Council of the European Union 2008a). One of the big challenges until 2020 is to increase participation in learning opportunities for the low skilled adults and in particular older workers. The European Parliament endorsed 2012 as the European year for active ageing and solidarity between generations aiming to create better job opportunities and working conditions for the growing number of older people in Europe. Member States should implement efficient adult learning systems that provide adults with key competences and increased labour market access. Study visits will present developments on: (a) reforms in education and training, policy measures for implementing integrated lifelong learning strategies; (b) policy measures to increase adult participation in lifelong learning; (c) implementation of flexible learning pathways and transition between different parts of national systems; (d) initiatives and projects on learning mobility in different learning contexts; (e) initiatives and projects which promote the widest access to mobility for individuals; (f) developing and implementing qualifications frameworks with reference to the EQF; (g) recognition of the knowledge, skills and competences people acquire outside formal education systems, for example, at work, in voluntary activities or their family lives. 5.2. List of topics for study visits National and sectoral qualifications frameworks linked to EQF Tools to promote transparency of qualifications and mobility of citizens Validation of non-formal and informal learning Reforms in national education and training systems Developing links between VET and higher education Implementation of flexible learning pathways Increasing adult participation in education and training Lifelong guidance for learning and working Learning mobility in education and training 5.3. Keywords Adult learning, disadvantaged groups Europass, European credit system for vocational education and training (ECVET), European credit transfer system (ECTS), European qualifications framework (EQF), learners mobility, learning outcomes, lifelong guidance, lifelong learning programme, low skilled, migrants and minorities, national qualifications frameworks, older workers, skill needs,

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social partners, teachers and trainers mobility, transparency of qualifications, validation of non-formal and informal learning, workers mobility.

SELECTED SOURCES ON POLICY AT EU LEVEL Bordeaux communiqu (2008). The Bordeaux Communiqu on enhanced European cooperation in vocational education and training. Brussels: European Commission. Available from Internet: [Link] education/lifelong-learning-policy/doc/bordeaux_en.pdf [cited 21.7.2011] Bruges communiqu (2010). The Bruges communiqu on enhanced European cooperation in vocational education and training for the period 2011-2020. Brussels: European Commission. Available from Internet: [Link] [cited 21.7.2011]. Cedefop (2008a). Career development at work A review of career guidance to support people in employment. Luxembourg: Publications Office. (Cedefop Panorama Series; 151). Available from Internet: [Link] [Link]/etv/Upload/Information_resources/Bookshop/504/5183_en.pdf [cited 21.7.2011] Cedefop (2008b). Establishing and developing national lifelong guidance policy forum:. A manual for policymakers and stakeholders. Luxembourg: Publications Office. (Cedefop Panorama Series; 163). Available from Internet: [Link] [cited 21.7.2011] Cedefop (2008c). From policy to practice. A systemic change to lifelong guidance in Europe. Luxembourg: Publications Office. (Cedefop Panorama Series; 149). Available from Internet: [Link] eu/etv/Upload/Information_resources/Bookshop/505/5182_en.pdf [cited 21.7.2011] Cedefop (2009a). European guidelines for validating non-formal and informal learning. Luxembourg: Publications Office. Available from Internet: [Link] Bookshop/publication_details.asp?pub_id=553 [cited 21.7.2011] Cedefop (2009b). Future skill supply in Europe: medium-term forecast up to 2020. Luxembourg: Publications Office. Available from Internet: [Link] [cited 21.7.2011] Cedefop (2009c). The shift to learning outcomes. Policies and practices in Europe. Luxembourg: Publications Office. (Cedefop Reference Series; 172). Available from Internet: [Link] Information_resources/Bookshop/publication_details.asp?pub_id=525 [cited 21.7.2011] Cedefop (2010a). Better competences through better teaching and leading. Findings from study visits 2008/09. Luxembourg: Publications Office. Available from Internet: [Link] Files/4093_en.pdf [cited 21.7.2011] Cedefop (2010b). Learning outcomes approaches in VET curricula: a comparative analysis of nine European countries. Luxembourg: Publications Office. (Research Paper; 6). Available from Internet: [Link] [Link]/EN/Files/5506_en.pdf [cited 21.7.2011] Cedefop (2010c). Skillsnet: network on early identification of skill needs. [online]. Available from Internet: [Link] [cited 21.7.2011] Cedefop (2011a) Learning while working: success stories on workplace learning in Europe. Luxembourg: Publications Office. Available from Internet: [Link] [cited 21.7.2011]. Cedefop (2011b). What next for skills on the European labour market? (Briefing note, February 2011) Thessaloniki: Cedefop. Available from Internet: [Link] [cited 21.7.2011]

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Council of the European Union (2008a). Council conclusions of 22 May 2008 on adult learning. Official Journal of the European Union, C 140, 6.6.2008, p. 10-13. Available from Internet: [Link] LexUriServ/[Link]?uri=OJ:C:2008:140:0010:0013:EN:PDF [cited 21.7.2011] Council of the European Union (2008c). Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on youth mobility. Official Journal of the European Union, C 320, 16.12.2008, p. 6-9. Available from Internet: [Link] [Link]/LexUriServ/[Link]?uri=OJ:C:2008:320:0006:0009:EN:PDF [cited 21.7.2011] Council of the European Union (2008d). Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on better integrating lifelong guidance into lifelong learning strategies. Official Journal of the European Union, C 319, p. 4-7. Available from Internet: [Link] :EN:PDF [cited 21.7.2011] Council of the European Union (2009a). Conclusions of the Council and the Representatives of the Governments of the Member States, meeting within the Council, of 12 May 2009 on enhancing partnerships between education and training institutions and social partners, in particular employers, in the context of lifelong learning. Available from Internet: [Link] pdf [cited 21.7.2011] Council of the European Union (2009b). Council conclusions on a strategic framework for European cooperation in education and training (ET 2020). Official Journal of the European Union, C 119, 28.5.2009, p. 2-10. Available from Internet: [Link] [Link]N:PDF [cited 21.7.2011] Council of the European Union (2009c). Council conclusions of 26 November 2009 on the professional development of teachers and school leaders. Official Journal of the European Union, C 302, 12.12.2009, p. 6-9. Available from Internet: [Link] [Link]N:PDF [cited 21.7.2011] Council of the European Union (2009d). Eight key points for the recovery of Europe from the perspective of ministers responsible for education. In Informal meeting of Ministers for Education, March 2009. Available from Internet: [Link] id=24148&down=yes [cited 21.7.2011] Council of the European Union (2010a). 2010 Joint progress report of the Council and the Commission on the implementation of the Education and training 2010 work programme. Official Journal of the European Union , C 117, 6.5.2010, p. 1-7. Available from Internet: [Link] ?uri=OJ:C:2010:117:0001:0007:EN:PDF [cited 21.7.2011] Council of the European Union (2010b). Council conclusions of 11 May 2010 on competences supporting lifelong learning and the new skills for new jobs initiative. Official Journal of the European Union, C 135, 26.5.2010, p. 8-11. Available from Internet: [Link] [Link]N:PDF [cited 21.7.2011] Council of the European Union (2010c). Council conclusions of 11 May 2010 on the social dimension of education and training. Official Journal of the European Union, C 135, 26.05.2010, p. 2-7. Available from Internet: [Link] [cited 21.7.2011] Council of the European Union (2010d). Council conclusions of 7 June 2010: new skills for new jobs: the way forward. Available from Internet: [Link] [cited 21.7.2011] Council of the European Union (2010e). Council conclusions of 17 June 2010: A New European strategy for jobs and growth. Available from Internet: [Link] [cited 21.7.2011]

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Council of the European Union (2010f). Council conclusions on the priorities for enhanced European cooperation in vocational education and training for the period 2011-2020. Available from Internet: http:// [Link]/education/lifelong-learning-policy/doc/vocational/council10_en.pdf [cited 21.7.2011] Council of the European Union (2010g). Council conclusions of 19 November 2010 on education for sustainable development. Official Journal of the European Union, C 327, 04.12.2010, p.11-14. Available from Internet: [Link] [cited 21.7.2011] Council of the European Union (2010h). Council conclusions of 19 November 2010 on the Youth on the Move initiative: an integrated approach in response to the challenges young people face. Official Journal of the European Union, C 326, 03.12.2010, p. 9-11. Available from Internet: [Link] [Link]?uri=OJ:C:2010:326:0009:0011:EN:PDF [cited 21.7.2011] Council of the European Union (2011a) Council recommendation on policies to reduce early school leaving. Available from Internet: [Link] [cited 21.7.2011]. Council of the European Union (2011b). Council conclusions on the role of education and training in the implementation of the Europe 2020 strategy. Official Journal of the European Union, C 70, 04.03.2011, p.1-3. Available from Internet: [Link] :0003:EN:PDF [cited 21.7.2011] Education, Audiovisual and Culture Executive Agency - Eurydice (2009). Integrating immigrant children into schools in Europe: measures to foster communication with immigrant families and heritage language teaching for immigrant children. Available from Internet: [Link] documents/thematic_reports/[Link] [cited 21.7.2011] Europass (2010). Europass website. Thessaloniki: Cedefop. Available from Internet: [Link] [Link] [cited 21.7.2011] European Commission (2009a). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. A shared commitment for employment. (COM(2009) 257 final, 3.6.2009). Available from Internet: [Link] social/[Link]?langId=en&catId=89&newsId=514&furtherNews=yes [cited 21.7.2011] European Commission (2009b). Promoting the learning mobility of young people. (COM(2009) 329 final, 8.7.2009). Available from Internet: [Link] do?uri=COM:2009:0329:FIN:EN:PDF [cited 21.7.2011] European Commission (2010a). A new impetus for European cooperation in vocational education and training to support Europe 2020 strategy. (COM(2010) 296 final). Available from Internet :[Link] LexUriServ/[Link]?uri=COM:2010:0296:FIN:EN:PDF [cited 21.7.2011] European Commission (2010b). European co-operation: Main policy initiatives. [online]. Available from Internet: [Link] [cited 21.7.2011] European Commission (2010c). European network for quality assurance in VET: EQAVET [online]. Available from Internet: [Link] [cited 21.7.2011] European Commission (2010e). European year of voluntary activities promoting active citizenship 2011 [online]. Available from Internet: [Link] [cited 21.7.2011] European Commission (2010f). Mobility and lifelong learning instruments. [online] education/lifelong-learning-policy/doc40_en.htm [cited 21.7.2011] [Link]

European Commission (2010g). Progress towards the Lisbon objectives in education and training: indicators and benchmarks (2009). (Commission staff working document; SEC(2009)1616). Available from Internet: [Link] [cited 21.7.2011]

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European Commission (2010h). Small and medium-sized enterprises (SMEs) improving the business environment: starting, running and growing a business [online]. Available from Internet: [Link] enterprise/entrepreneurship/support_measures/[Link] [cited 21.7.2011] European Commission (2010i). Strategic framework for education and training [online]. Available from Internet: [Link] [cited 21.7.2011] European Commission (2010j). The European framework for key competences. [online] Available from Internet: [Link] [cited 21.7.2011] European Commission (2010k). The lifelong learning programme (2007-13) [online]. Available from Internet: [Link] [cited 21.7.2011] European Commission (2010 l). Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. (SEC (2010) 538 final). Available from Internet: [Link] eu/education/school-education/doc/handbook0410_en.pdf [cited 21.7.2011] European Parliament; Council of the European Union (2006a). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L 394, 30.12.2006, p. 10-18. Available from Internet: [Link] [Link]?uri=OJ:L:2006:394:0010:0018:en:PDF [cited 21.7.2011] European Parliament; Council of the European Union (2006b). Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European quality charter of mobility. Official Journal of the European Union, L 394, 30.12.2006, p. 5-9. Available from Internet: [Link] [Link]N:PDF [cited 21.7.2011] European Parliament; Council of the European Union (2008a). Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European qualifications framework for lifelong learning. Official Journal of the European Union, C 111, 6.5.2008, p. 1-7. Available from Internet: http:// [Link]/LexUriServ/[Link]?uri=OJ:C:2008:111:0001:0007:EN:PDF [cited 21.7.2011] European Parliament; Council of the European Union (2009a). Recommendation of the European Parliament and of the Council on the establishment of a European credit system for vocational education and training, (ECVET). Official Journal of the European Union, C 155, 8.7.2009, p. 11-18. Available from Internet: http:// [Link]/LexUriServ/[Link]?uri=OJ:C:2009:155:0011:0018:EN:PDF [cited 21.7.2011] European Parliament; Council of the European Union (2009b). Recommendation of the European Parliament and of the Council on the establishment of a European quality assurance reference framework for vocational education and training. Official Journal of the European Union, C 155 8.7.2009, p. 1-10.. Available from Internet: [Link] [cited 21.7.2011] European Qualifications Framework (2011). EQF website. Brussels: European Commission. Available from Internet: [Link] [cited 21.7.2011] OECD (2010). The programme for international student assessment (PISA) [online]. Available from Internet: [Link] [cited 21.7.2011] Swedish Presidency of the European Union (2009). Professional teachers - The key to successful schools: memorandum U.S. Department of Education. The trends in international mathematics and science study (TIMSS) [online]. Available from Internet: [Link] [cited 21.7.2011] U:S. Department of Education. The progress in international reading literacy study (PIRLS) [online]. Available from Internet: [Link] [cited 21.7.2011]

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PRogRamme De VIsItes DtUDe PoUR sPCIaLIstes et DCIDeURs De LDUCatIoN et De La foRmatIoN PRofessIoNNeLLe 2012/2013

Catgories thmatiques
1. ENCOURAGER LA COOPRATION ENTRE LES MONDES DE LDUCATION, DE LA fORMATION ET DU TRAVAIL 1.1. Description La stratgie Europe 2020 fait de lducation et de la formation un domaine daction prioritaire pour uvrer une croissance intelligente, durable et inclusive (Conseil de lUnion europenne, 2010d). Le cadre stratgique actualis pour la coopration europenne dans le domaine de lducation et de la formation aprs 2010 souligne limportance de dvelopper des partenariats entre les prestataires denseignement et de formation et les entreprises, les instituts de recherche, les acteurs culturels et les industries cratives pour promouvoir linnovation ainsi que pour amliorer laptitude lemploi et lesprit dentreprise de lensemble des apprenants (Conseil de lUnion europenne, 2009c). Il convient de promouvoir des communauts dapprentissage plus tendues, associant des reprsentants de la socit civile et dautres parties prenantes, afin de crer un climat propice la crativit et de mieux concilier les besoins professionnels et sociaux, ainsi que le bien-tre individuel (Conseil de lUnion europenne, 2009a). La crise conomique qui frappe lEurope exige des mesures immdiates et efficaces pour stimuler le dveloppement conomique et social long terme, renforcer la comptitivit et la cohsion sociale et soutenir lemployabilit. La Commission europenne, dans sa communication intitule Un engagement commun en faveur de lemploi (2009a), nonce trois priorits essentielles qui devraient aider les tats membres laborer et mettre en uvre des politiques de lemploi appropries et efficaces: prserver les emplois existants, en crer de nouveaux et encourager la mobilit; mettre niveau les comptences et assurer leur cohrence avec les besoins du march du travail; faciliter laccs lemploi. Lenseignement gnral et professionnel fournissent les comptences de base sur lesquelles pourront sappuyer des apprentissages ultrieurs. Les savoirs, aptitudes et comptences acquis dans le cadre de lenseignement gnral et professionnel peuvent aider les individus russir leur entre dans le monde du travail et sajuster ensuite aux nouvelles exigences, aux nouvelles mthodes de travail et aux nouveaux emplois. Les conclusions du Conseil sur les comptences nouvelles pour des emplois nouveaux (Conseil de lUnion europenne, 2010c) se penchent sur la faon de mieux duquer et former les individus en vue de pourvoir des emplois qui nexistent pas encore. Les prvisions du Cedefop (mises jour en 2011) relatives aux comptences, par secteur et par groupe de professions, indiquent une hausse de la demande future de comptences, en termes de qualifications formelles. Or, de nombreux jeunes europens sortent du systme scolaire sans qualification de niveau secondaire suprieur. Lemploi devrait connatre une croissance dici 2020; parmi les emplois proposs, 32 millions exigeront un niveau de qualification lev, 36,5 millions un niveau de qualification moyen et 6,7 millions un faible niveau de qualification (Cedefop, 2011a). Les comptences de nombreux emplois actuels volueront et ncessiteront que les individus ractualisent leurs connaissances en permanence; dans dautres cas, les individus devront sadapter de nouveaux emplois. Il est important de rendre lducation et la formation plus pertinentes pour le monde du travail. Pour y parvenir, il est ncessaire dencourager le dialogue entre les institutions dducation et de formation tous les niveaux, depuis les coles jusquaux institutions denseignement professionnel, suprieur et pour adultes, et les partenaires du march du travail, en particulier les entreprises et les employeurs (Conseil de lUnion europenne, 2009d). Comme le souligne le communiqu de Bruges sur la coopration europenne renforce en matire denseignement et de formation professionnels (EFP), les partenariats entre les prestataires dducation et de formation, les partenaires sociaux, les entreprises, les services de lemploi et les autres parties concernes peuvent crer les conditions propices lacquisition des savoirs, aptitudes et comptences qui permettront aux jeunes dintgrer rapidement le march du travail et de sadapter aux nouvelles exigences du monde du travail (Communiqu de Bruges, 2010). Cette coopration peut prendre diffrentes formes (Conseil de lUnion europenne, 2009c), par exemple: la cration de programmes dducation et de formation bass sur des rsultats dapprentissage qui refltent les besoins du march du travail;

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llaboration de programmes destins dvelopper les comptences essentielles et dont le contenu thorique serait complt par des lments pratiques du monde de lentreprise; des stages et expriences en entreprise pour les enseignants et les apprenants afin de les familiariser avec le vritable environnement de travail; la participation des professionnels et des entrepreneurs au processus denseignement-apprentissage. Les partenaires sociaux europens ont dvelopp leur propre cadre dactions pour le dveloppement des comptences dans une optique dducation et de formation tout au long de la vie et pour les qualifications, mais participent aux efforts de la Commission et des pays visant amliorer lEFP en Europe et les rendre plus attractifs. Il convient que les partenaires sociaux soient encourags remplir leur rle dans lorganisation, la prestation et le financement de la formation. Ils devraient galement promouvoir lapprentissage sur le lieu de travail qui renforce lemployabilit des travailleurs et qui largit laccs lducation et la formation tout au long de la vie (Commission europenne, 2010c). Pour faire de lducation et de la formation tout au long de la vie une ralit pour tous, indpendamment de lge ou du niveau de qualification, les lieux de travail, quels quils soient, doivent devenir des foyers actifs dapprentissage (Cedefop, 2011b). Les visites dtude prsenteront des approches et des exemples de bonnes pratiques concernant: (a) la contribution de lducation et de la formation en vue damliorer les connaissances, les qualifications et les comptences pour le march du travail; (b) lanalyse des dficits et des besoins de comptences mergents sur les marchs du travail des tats membres de lUE et llaboration de politiques visant traiter ce problme; (c) la conception et la mise en uvre dactivits (transition de lducation et de la formation la vie active, orientation professionnelle et apprentissage sur le lieu de travail, etc.) en vue daccrotre lemployabilit; (d) les incitations et les initiatives mises en place sur le plan national et rgional en faveur de la coopration entre les tablissements denseignement et de formation et les partenaires extrieurs, dont les municipalits, les entreprises, les partenaires sociaux, les ONG, les parents, etc.; (e) des exemples nationaux, rgionaux et locaux de gouvernance participative des tablissements denseignement et de formation. 1.2. Liste de sujets pour les visites dtude Transition de lducation et de la formation la vie active Apprentissage sur le lieu de travail Intgration des groupes dfavoriss sur le march du travail Renforcement de lattrait de lenseignement et de la formation professionnels Contribution des partenaires sociaux lducation et la formation tout au long de la vie Coopration entre les tablissements denseignement et de formation, les entreprises et les communauts locales Comptences nouvelles pour des emplois nouveaux Encourager lesprit dentreprise et lemployabilit 1.3. Mots cls Apprentissage besoins de comptences comptences cls dveloppement durable direction et gestion formation des adultes environnement scolaire esprit dentreprise financement insertion sociale orientation tout au long de la vie partenaires sociaux stage travailleurs gs validation des acquis non formels et informels

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2. SOUTENIR LA fORMATION INITIALE ET CONTINUE DES ENSEIGNANTS, DES fORMATEURS ET DES CHEfS DTABLISSEMENTS DENSEIGNEMENT ET DE fORMATION 2.1. Description Le cadre stratgique pour la coopration europenne dans le domaine de lducation et de la formation (Conseil de lUnion europenne, 2009a) aprs 2010 raffirme la ncessit de dispenser un enseignement de grande qualit et, cet gard, de proposer aux enseignants une formation initiale adquate et un dveloppement professionnel continu et de faire de la profession denseignant un choix de carrire intressant. Eu gard aux mutations qui soprent sur les marchs du travail et dans les environnements de travail, il importe damliorer la formation, tant initiale que continue, des enseignants et formateurs grce des possibilits de formation souple et des investissements (Communiqu de Bruges, 2010). Il importe galement daccorder une plus grande attention aux programmes dinitiation et de stage, afin de remdier aux dficits de comptences des enseignants et aux nombreux abandons en dbut de carrire. Les programmes dinitiation cohrents doivent offrir aux enseignants dbutants un soutien la fois professionnel, social et personnel (Commission europenne, 2010f, p. 19-21). La perception du rle de lenseignant (formateur) sest modifie ces dernires annes et lon attend dsormais davantage des enseignants mais aussi des tablissements en gnral. Acteurs cls du soutien au processus dapprentissage des lves/tudiants, les enseignants et les formateurs doivent assumer davantage la responsabilit dactualiser et de dvelopper leurs propres savoirs et comptences (Conseil de lUnion europenne, 2009b) et adapter leurs comptences comme leurs pratiques de travail un contexte en mutation. Les rles des enseignants et des formateurs convergent: le formateur, en milieu professionnel, doit devenir davantage pdagogue et remplir un rle daccompagnateur et de tuteur, tandis que lenseignant, en milieu scolaire, doit avoir une bonne comprhension des pratiques de travail, linstar du formateur (Commission europenne , 2010c). Les enseignants doivent dsormais intervenir auprs de groupes plus htrognes et mieux intgrer les apprenants dsavantags dans lducation et la formation ordinaires. Les enseignants et les formateurs sont tenus de r, de dvelopper et dappliquer de nouvelles approches de lenseignement et de la formation et des modes de pense rflexifs. Cela exige en outre des dmarches denseignement et dapprentissage plus individualises, de solides comptences en communication, des mthodes de travail en quipe, une gestion dmocratique de la scolarit et des mcanismes qui se prtent lvaluation des lves comme des tablissements. Les enseignants devraient sinvestir plus activement dans les processus damlioration de la vie scolaire. Les nouvelles exigences incitent les dcideurs politiques et les cadres de direction des tablissements dducation et de formation adopter des approches beaucoup plus progressistes que par le pass et modifient le rle des chefs dtablissement dans lensemble de lEurope. Ceux-ci sont dsormais des acteurs de premier plan et jouent un rle crucial dans les efforts damlioration des tablissements. Cela exige des aptitudes et des comptences de direction efficaces (y compris dans les domaines de la gestion financire, des TIC, de la motivation des personnels, de lassurance qualit, de la communication, etc.), la hauteur des changements et des nouveaux rles. Lors de leur runion informelle tenue Gteborg en septembre 2009, les ministres de lducation ont soulign que les chefs dtablissement devraient, au mme titre que les apprenants et les enseignants, bnficier de possibilits transnationales de partage des bonnes pratiques et de perfectionnement de leurs comptences professionnelles (Prsidence sudoise du Conseil de lUnion europenne, 2009). Amliorer la qualit et lefficacit de lducation et de la formation demeure un objectif stratgique pour la coopration europenne dans le domaine de lducation et de la formation. Les conclusions du Conseil relatives au cadre stratgique pour cette coopration (Conseil de lUnion europenne, 2009a) soulignent limportance damliorer la gouvernance et lencadrement des tablissements denseignement et des organismes de formation et dlaborer des systmes efficaces dassurance qualit. Le renforcement de la qualit implique daccrotre les capacits des enseignants, directeurs dtablissement, formateurs et responsables de formation, et des politiques tablir des liens avec les parents, moderniser les programmes et dlargir les activits priscolaires, damliorer les infrastructures et instaurer un environnement bas sur le respect. Les mcanismes dassurance qualit sont importants tous les niveaux de lenseignement, notamment lvaluation des comptences des lves, les autovaluations des tablissements, les valuations externes et internes, la transparence et la validation des rsultats. Il devient par exemple de plus en plus courant dimpliquer les partenaires sociaux et les acteurs du march du travail (communauts dapprentissage) dans les valuations et la validation des rsultats.

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Dans le domaine de lenseignement et la formation professionnels(EFP), le communiqu de Bruges souligne la ncessit daccorder une priorit de premier plan lassurance qualit dans la coopration europenne au cours de la priode 2011-2020 (Communiqu de Bruges, 2010). Lassurance qualit est ncessaire pour instaurer une confiance mutuelle qui facilitera la mobilit ainsi que la reconnaissance des aptitudes et comptences entre les diffrents systmes dEFP. Dici 2015, les tats membres devraient mettre en place des cadres dassurance qualit pour les prestataires dEFP, ce qui sapplique aussi lapprentissage sur le lieu de travail, conformment la recommandation relative ltablissement dun cadre europen de rfrence pour lassurance de la qualit dans lEFP (Parlement europen; Conseil de lUnion europenne, 2009b). Les visites dtude prsenteront les dveloppements et les mesures destines rendre la profession denseignant et la formation plus attrayantes, en mettant laccent sur la direction et la qualit, grce aux aspects suivants: (a) laboration de programmes visant recruter et retenir des personnels hautement qualifis dans toutes les professions de lenseignement et de la formation; (b) renforcement de la qualit et des comptences des responsables des prestataires denseignement et de formation; (c) dveloppement professionnel continu des enseignants et formateurs; (d) initiatives favorisant la mobilit des enseignants et des formateurs; (e) laboration et mise en uvre de mesures visant accrotre la qualit de loffre dducation et de formation. 2.2. Liste de sujets pour les visites dtude Mcanismes dassurance qualit dans les tablissements denseignement et de formation Formation initiale, recrutement et valuation des enseignants et formateurs Dveloppement professionnel continu et perspectives de carrire des enseignants et formateurs Direction et gestion au sein des tablissements denseignement et de formation 2.3. Mots cls Assurance qualit autonomie (cole ou tablissement) comptences des enseignants et formateurs direction et gestion valuation (cole ou tablissement) mobilit des enseignants et formateurs qualification des enseignants et formateurs statut des enseignants et formateurs 3. ENCOURAGER LACQUISITION DE COMPTENCES CLS DANS TOUT LE SYSTME DDUCATION ET DE fORMATION 3.1. Description La recommandation du Parlement europen et du Conseil (2006b) sur les comptences cls pour lducation et la formation tout au long de la vie a dfini un cadre combinant les connaissances, comptences et attitudes dont tous les individus ont besoin pour leur panouissement personnel, la citoyennet active, linsertion sociale et lemploi. Il sagit dun outil de rfrence sur lequel peuvent sappuyer les responsables politiques, les prestataires dducation et de formation, les employeurs et les apprenants. Les comptences cls sont une priorit pour tous les groupes dge. Les jeunes doivent avoir acquis des comptences cls la fin de leur ducation et formation initiales pour tre suffisamment prpars la vie adulte et dots de moyens de base appropris pour leur formation ultrieure et leur vie professionnelle. Les adultes doivent dvelopper et actualiser leurs comptences cls tout au long de leur vie afin de sadapter aisment un environnement en mutation rapide. Les comptences cls sont les suivantes: communication dans la langue maternelle, communication dans une langue trangre, culture mathmatique et comptences de base en sciences et technologies, comptence numrique, capacit dapprendre apprendre, comptences sociales et civiques, sens de linitiative et esprit dentreprise, sensibilit et expression culturelles. Le cadre stratgique pour la coopration europenne dans le domaine de lducation et de la formation (ducation et formation 2020) (Conseil de lUnion europenne, 2009a) a renforc la ncessit pour tout

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individu dacqurir des comptences cls, en lnonant parmi les objectifs stratgiques visant encourager la crativit et linnovation, y compris lesprit dentreprise, tous les niveaux de lducation et de la formation. Il convient de favoriser lenseignement de lentrepreneuriat qui dsigne lesprit dinitiative, laptitude mettre ses ides en pratique, la crativit et la confiance en soi et de le rendre accessible tous les apprenants de lEFP, tous programmes dtudes et toutes disciplines confondus, en permettant des stages pratiques en entreprise et en faisant appel des professionnels du monde du travail (Conseil de lUnion europenne, 2010g). Cet enseignement devrait sensibiliser les apprenants la possibilit de faire carrire en tant quindpendants et les former la cration de leur entreprise. Lentrepreneuriat doit devenir un lment normal du cadre des comptences des enseignants et des formateurs (Commission europenne, 2010c). Les rcents travaux de recherche font apparatre une tendance, dans lensemble de lUE, une conception de lenseignement et de lapprentissage base sur les comptences et sur les acquis de lapprentissage (Conseil de lUnion europenne, 2010h), qui relve dune approche innovante de lenseignement et de lapprentissage. Les pays europens ont bien avanc dans le dveloppement de programmes scolaires faisant une plus large place la transdisciplinarit et aux applications en situation relle, propices la construction des comptences cls ncessaires lpanouissement personnel, la citoyennet active et lemployabilit. Bien que des efforts soient encore faire pour amliorer les niveaux dalphabtisation et les comptences de base, une attention croissante est accorde aux comptences transversales (comptence numrique, comptences sociales, capacit de coopration et capacit dapprendre), qui sont indispensables pour permettre aux individus de sadapter divers environnements de travail et pour devenir des citoyens actifs. De plus, ces comptences font lobjet dune demande croissante de la part des employeurs (Conseil de lUnion europenne, 2010b). LAnne europenne des activits de volontariat pour la promotion de la citoyennet active 2011 visait soutenir les efforts accomplis par la Communaut, les tats membres et les autorits rgionales et locales pour crer les conditions dune socit civile propices au volontariat dans lUE. En 2010, le Conseil sest pour la premire fois pench sur la question de lducation au dveloppement durable, qui comporte trois dimensions fondamentales: conomique, sociale et environnementale. Dans ses conclusions, il invite les tats membres intgrer le dveloppement durable dans tous les domaines de lducation et de la formation et soutenir lducation au dveloppement durable dans leur stratgie nationale en faveur de lducation et de la formation tout au long de la vie (Conseil de lUnion europenne, 2010e). Les participants aux visites dtude sur ce thme se familiariseront avec les mesures prises par les pays participants en vue de dvelopper les comptences cls des jeunes et des adultes et de promouvoir les approches cratives et innovantes dans lducation et la formation, mesures parmi lesquelles figurent entre autres: (a) des politiques locales, rgionales et nationales visant relever le niveau des comptences cls et promouvoir la crativit et linnovation; (b) des rformes nationales des programmes ou des volutions rgionales et locales des programmes scolaires; (c) des initiatives et projets spcifiques destins promouvoir le dveloppement des comptences cls, la crativit et linnovation; (d) de nouvelles approches de lorganisation de lapprentissage et de lenseignement; (e) des mthodes, des environnements dapprentissage, du matriel pdagogique ou des techniques dvaluation innovants. 3.2. Liste de sujets pour les visites dtude Consolidation des niveaux dalphabtisation et de comptences en calcul Enseignement et apprentissage des langues Utilisation des TIC dans lapprentissage Enseignement de lentrepreneuriat ducation pour une citoyennet active et un dveloppement durable Dveloppement de la crativit dans lapprentissage et lenseignement Apprentissage des mathmatiques et des sciences 3.3. Mots cls Activits priscolaires apprendre apprendre apprentissage personnalis

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approches innovantes besoins de comptences communication dans la langue maternelle communication dans une langue trangre comptences en sciences et technologies comptences sociales et civiques culture mathmatique comptence numrique dveloppement durable ducation la sant ducation interculturelle enseignement dune matire par lintgration dune langue trangre (EMILE) formation des adultes implication des parents insertion sociale jeunes programmes dtudes et de formation sensibilit et expression culturelles suivi des acquis des lves volontariat

4. fAVORISER LINTGRATION SOCIALE ET LGALIT ENTRE LES GENRES DANS LDUCATION ET LA fORMATION, NOTAMMENT LINTGRATION DES MIGRANTS 4.1. Description Favoriser lquit, la cohsion sociale et la citoyennet active constitue lun des objectifs stratgiques du cadre stratgique pour la coopration europenne dans le domaine de lducation et de la formation (ducation et formation 2020) (Conseil de lUnion europenne, 2009a). Les systmes dducation et de formation devraient viser ce que tous les apprenants, y compris ceux qui proviennent de milieux dfavoriss, ceux qui ont des besoins particuliers et ceux qui sont issus de limmigration, achvent leur formation, notamment, le cas chant, dans des coles de la seconde chance et grce un enseignement plus personnalis. De la sorte, les systmes dducation et de formation contribueront rduire les ingalits sociales et permettront aux citoyens de raliser pleinement leur potentiel (Conseil de lUnion europenne, 2011a). Lun des objectifs phares de la stratgie Europe 2020 est de ramener le taux dabandon scolaire actuellement de 14,4 % 10 %, tant dans lenseignement gnral que dans lEFP. En 2011, la Commission a approuv un plan daction qui aidera les tats membres atteindre cet objectif dici la fin de la dcennie (Conseil de lUnion europenne, 2011b). LEFP en particulier peut contribuer rduire la proportion de jeunes en dcrochage scolaire en combinant des mesures prventives et correctrices, par exemple grce des programmes en phase avec les besoins du march du travail, au dveloppement de la formation en milieu de travail et de la formation en apprentissage, des parcours dapprentissage flexible, des interventions efficaces dorientation et de conseil et des programmes et mthodes denseignement prenant en compte le mode de vie et les intrts des jeunes tout en maintenant des normes de qualit leves pour lEFP (Communiqu de Bruges, 2010). Laccs un enseignement prprimaire est essentiel pour un bon dpart dans la vie, car il favorise la sociabilit des enfants et facilite lapprentissage ultrieur. Il est particulirement important pour les enfants de familles aux revenus modestes, de minorits ethniques et de migrants. Les tats membres ont introduit des formes alternatives (plus flexibles) dducation et de formation, des programmes de la seconde chance, des dispositifs pour informer les parents sur les absences et ont rduit les cots en fournissant du matriel scolaire gratuit et en assurant la gratuit du transport. Il importe dassurer une troite coopration entre les secteurs de lenseignement gnral et de lenseignement professionnel et les coles de la seconde chance pour les adultes. Pour les enfants prsentant des besoins particuliers, laccs est de plus en plus considr comme le fait davoir la possibilit de bnficier dun enseignement gnral ou spcialis, selon que lun ou lautre offre les meilleures possibilits dapprentissage pour un enfant donn. Au niveau de lenseignement suprieur, la gratuit de lducation est dterminante, tant donn que

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les droits dinscription peuvent limiter laccs. Les tats membres devraient dvelopper diffrentes passerelles dans lenseignement et la formation professionnels (EFP) vers lenseignement ultrieur et lemploi. Ils devraient galement amliorer les programmes de formation publics pour les chmeurs et pour les apprenants issus de milieux dfavoriss. La qualit et la pertinence de ces programmes peuvent tre amliores en encourageant les partenariats avec les parties prenantes au niveau rgional et local et en promouvant limplication du secteur priv. Lgalit des chances de russite devrait tre garantie pour tous les apprenants; la russite ne devrait pas dpendre de circonstances indpendantes de la volont de llve ou de ltudiant, telles que la situation financire de la famille, lducation des parents ou leur situation professionnelle, la localisation gographique, lidentit ethnique et raciale, le genre et le handicap. En ce qui concerne la scolarit obligatoire, une attention particulire a t apporte la possibilit doffrir aux lves ayant quitt prmaturment lcole une seconde chance dapprendre. La formation professionnelle initiale joue un rle important pour leur intgration dans la socit en leur apportant les comptences, les connaissances et les qualifications ncessaires. La plupart des tats membres devraient prendre encore davantage dinitiatives pour rduire le nombre des jeunes quittant lcole prmaturment et pour lutter contre lingalit dcoulant des dsavantages socio-conomiques. Une aide personnalise pour les lves risque pourra inclure un enseignement individualis, des conseils, des systmes de parrainage et de tutorat, lassistance sociale et loffre dactivits priscolaires lappui de lapprentissage (Conseil de lUnion europenne, 2010a). Les visites dtude prsenteront les volutions et les mesures relatives aux lments suivants: (a) dveloppement et mise en uvre de mesures destines amliorer laccs des groupes dfavoriss lducation et la formation; (b) laboration et ralisation dactivits favorisant lquit. 4.2. Liste de sujets pour les visites dtude Possibilits dapprentissage ds le plus jeune ge Approches dapprentissage personnalises Mesures visant prvenir labandon scolaire galit des chances pour les groupes dfavoriss 4.3. Mots cls Abandons besoins particuliers ducation prprimaire galit entre les genres formation des adultes insertion sociale migrants et minorits niveau denseignement et de formation orientation tout au long de la vie travailleurs gs volontariat 5. CONCEVOIR DES STRATGIES POUR LDUCATION ET LA fORMATION TOUT AU LONG DE LA VIE ET LA MOBILIT 5.1. Description Faire en sorte que lapprentissage tout au long de la vie et la mobilit deviennent une ralit est lun des objectifs stratgiques pour la coopration europenne dans le domaine de lducation et de la formation aprs 2010 (Conseil de lUnion europenne, 2009a). La plupart des pays ont progress dans la dfinition de stratgies unifies et globales dducation et de formation tout au long de la vie. Cette coopration devrait porter sur lapprentissage dans tous les contextes quil soit formel, non formel ou informel et tous les niveaux: de lenseignement prscolaire et scolaire jusqu lenseignement suprieur, lEFP et lducation et la formation des adultes. Le Communiqu de Bruges sur la coopration europenne renforce en matire denseignement et de formation professionnels prconise davantage dactions pour garantir un accs maximal

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lapprentissage tout au long de la vie afin que les individus aient la possibilit dapprendre nimporte quel stade de leur vie, notamment en mettant en place des itinraires daccs lducation et la formation plus ouverts et plus souples (Communiqu de Bruges, 2010). Les changes dinformations sur les diffrentes options politiques peuvent contribuer faire progresser les rformes des systmes nationaux dducation et de formation et, avec dautres activits dapprentissage communes, avancer vers les objectifs et les rfrences communs pour lducation et la formation tout au long de la vie. Il convient dappliquer des stratgies dapprentissage tout au long de la vie cohrentes et exhaustives intgrant lducation, lenseignement suprieur, lducation des adultes et lEFP. Il est essentiel dadopter une approche intgre mettant en relation lapprentissage tout au long de la vie et lEFP avec dautres domaines politiques tels que la macroconomie, lemploi, la concurrence, lentreprise, la recherche et linnovation ainsi que les politiques sociales. La mobilit des citoyens, notamment dans le cadre de lducation et de la formation, contribue promouvoir le sentiment dappartenance lEurope en renforant la conscience europenne et lmergence dune citoyennet europenne. Dun point de vue plus pratique, elle permet aux jeunes damliorer leurs comptences personnelles et leur capacit dinsertion professionnelle et aux enseignants et formateurs dlargir le champ de leurs expriences et damliorer leurs comptences. Enfin, dans une conomie internationalise, la capacit se former et travailler dans un environnement plurilingue est essentielle la comptitivit de lconomie europenne. Le programme pour lducation et la formation tout au long de la vie soutient les changes et les relations entre personnes, tablissements et pays. Linitiative Jeunesse en mouvement (Conseil de lUnion europenne, 2010f) souligne lutilit de la mobilit dans lducation et la formation et propose den largir les possibilits afin den faire bnficier tous les jeunes. cet gard, il convient dexplorer de nouvelles approches innovantes visant renforcer la mobilit dans lEFP, tout particulirement pour les apprentis. La charte europenne de qualit pour la mobilit de 2006 (Parlement europen; Conseil de lUnion europenne, 2006a) dgage des orientations concernant les modalits de la mobilit des fins dapprentissage ou dautres fins, comme lvolution professionnelle des jeunes et des adultes, tandis que le Livre vert de la Commission europenne Promouvoir la mobilit des jeunes des fins dapprentissage (Commission europenne, 2009b) traite des divers aspects dune priode de mobilit, de sa prparation son prolongement, ainsi que des principaux obstacles la mobilit, et invite formuler des propositions et prsenter des exemples de bonnes pratiques en vue dliminer ces obstacles. Plusieurs outils, principes et cadres communs ont t ou sont dvelopps au niveau europen en termes de promotion de la mobilit des citoyens europens ainsi que de leurs qualifications et acquis dapprentissage. Ils visent tous renforcer la coopration europenne et amliorer la transparence, la reconnaissance et lassurance qualit dans tous les secteurs de lducation et de la formation. Le cadre europen des certifications (CEC, 2011) est un cadre de rfrence commun, qui permet aux pays europens dtablir un lien entre leurs systmes de certification et de faciliter la lecture et la comprhension des certifications dans diffrents pays et systmes europens. Il a deux objectifs principaux: promouvoir la mobilit des citoyens entre les pays et lducation et la formation tout au long de la vie. Le CEC sert galement de rfrence europenne commune aux organisations internationales qui souhaitent mettre en place leurs propres certifications travers les pays. De plus en plus de pays europens mettent en place et appliquent des cadres nationaux de certifications qui englobent lensemble des sous-systmes et qui sont troitement lis mais pas exclusivement toutefois au CEC. Un cadre national des certifications est un outil qui permet dassurer une meilleure cohrence en matire de dveloppement des politiques et dducation et de formation tout au long de la vie et qui vise faciliter laccs, la progression et la reconnaissance des acquis. LEuropass (2010) est un outil qui permet aux citoyens de faire comprendre clairement et facilement leurs connaissances, leurs comptences et leurs qualifications et qui favorise la mobilit en Europe. Il comprend cinq documents: le curriculum vitae, le passeport de langues, lEuropass mobilit, le supplment descriptif du certificat et le supplment au diplme. Le communiqu de Bruges prconise de crer, dici 2012, un passeport europen des comptences dans le cadre de lEuropass, afin daider les citoyens consigner les comptences acquises par lapprentissage tant formel que non formel. La transparence des qualifications et la reconnaissance des acquis dapprentissage sont galement soutenues par des outils qui aident les apprenants transfrer les crdits obtenus au cours de priodes dapprentissage dans leur propre pays ou ltranger. Il sagit du systme europen de crdit dapprentissages pour lenseignement et la formation professionnels (ECVET) (Parlement europen;

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Conseil de lUnion europenne, 2009a) et, pour lenseignement suprieur, du systme europen de transfert et daccumulation de crdits (ECTS). En 2009, le Parlement europen et le Conseil ont galement adopt une recommandation tablissant un cadre europen de rfrence pour lassurance de la qualit dans lenseignement et la formation professionnels (Parlement europen; Conseil de lUnion europenne, 2009b). Il sagit dun instrument de rfrence destin aider les pouvoirs publics des tats membres promouvoir et contrler lamlioration permanente de leurs systmes nationaux dEFP. Des services dorientation et de conseil de grande qualit aident les citoyens apprendre tout au long de leur vie, grer leur carrire et raliser leurs objectifs personnels. Lorientation tout au long de la vie sinscrit dans le cadre dobjectifs plus larges de plein emploi, dlvation des niveaux dducation et de croissance conomique. En 2008, le Conseil de lUnion europenne a adopt une rsolution pour une meilleure inclusion de lorientation dans les stratgies dducation et de formation tout au long de la vie (Conseil de lUnion europenne, 2008c) qui renforce le rle de lorientation tout au long de la vie dans le dveloppement et la mise en uvre des politiques europennes dducation, de formation et demploi. Malgr les nettes avances ralises par les tats membres dans leurs stratgies dducation et de formation tout au long de la vie, de trs fortes ingalits subsistent en termes de participation des adultes lapprentissage (Conseil de lUnion europenne, 2008a). Lun des dfis majeurs relever dici 2020 est daccrotre cette participation parmi les adultes faiblement qualifis, et tout particulirement les travailleurs plus gs. Le Parlement europen a approuv la proposition de proclamer lanne 2012 Anne europenne du vieillissement actif et de la solidarit intergnrationnelle, lobjectif tant damliorer les perspectives demploi et les conditions de travail des seniors en nombre croissant en Europe. Les tats membres devraient mettre en uvre des systmes efficaces dducation et de formation des adultes qui fournissent aux adultes des comptences cls et augmentent leurs possibilits daccder au march du travail. Les visites dtude prsenteront les volutions concernant: (a) les rformes de lducation et de la formation ainsi que les mesures politiques visant mettre en uvres des stratgies intgres dducation et de formation tout au long de la vie; (b) les mesures politiques permettant daccrotre la participation des adultes lducation et la formation tout au long de la vie; (c) la mise en uvre de filires dapprentissage souples et de possibilits entre diffrentes parties des systmes nationaux; (d) les initiatives et les projets relatifs la mobilit des apprenants dans diffrents contextes dapprentissage; (e) les initiatives et les projets promouvant un meilleur accs de tous les individus la mobilit; (f) llaboration et la mise en uvre des cadres de certifications en rfrence au CEC; (g) la reconnaissance des savoirs, aptitudes et comptences acquis en dehors des systmes ducatifs formels, par exemple au travail, dans le cadre dactivits bnvoles ou dans la vie de famille. 5.2. Liste de sujets pour les visites dtude Cadres nationaux et sectoriels de certifications lis au CEC Outils visant promouvoir la transparence des qualifications et la mobilit des citoyens Validation des acquis non formels et informels Rformes des systmes nationaux dducation et de formation tablissement de liens entre lenseignement et la formation professionnels et lenseignement suprieur Mise en uvre de filires dapprentissage souples Renforcement de la participation des adultes lducation et la formation Orientation tout au long de la vie pour lapprentissage et le travail La mobilit des apprenants dans lducation et la formation 5.3. Mots cls Acquis dapprentissage besoins de comptences cadre europen des certifications (CEC) cadres nationaux de certifications Europass formation des adultes groupes dfavoriss migrants et minorits

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mobilit des apprenants mobilit des enseignants et des formateurs mobilit des travailleurs orientation tout au long de la vie partenaires sociaux programme pour lducation et la formation tout au long de la vie systme europen de crdits dapprentissage pour la formation et lenseignement professionnels (ECVET) systme europen de transfert et daccumulation de crdits (ECTS) transparence des qualifications travailleurs gs travailleurs peu qualifis validation des acquis non formels et informels

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Cedefop (2010b). Learning outcomes approaches in VET curricula: A comparative analysis of nine European countries [Les approches des acquis de lapprentissage dans les programmes dEFP: analyse comparative de neufs pays europens]. Luxembourg: Publications Office. Disponible an anglais sur internet: [Link] [Link]/EN/Files/5506_en.pdf [cit le 21.7.2011]. Cedefop (2010c). Skillsnet: rseau sur lidentification prcoce des besoins de comptences [en ligne]: http:// [Link]/etv/projects_networks/skillsnet/ [cit le 21.7.2011]. Cedefop (2011a). Comptences sur le march du travail europen: de quoi demain sera-t-il fait? (Note dinformation, fvrier 2011). Thessalonique: Cedefop. Disponible sur internet: [Link] eu/EN/Files/9059_fr.pdf [cit le 27.7.2011]. Cedefop (2011b). Learning while working: success stories on workplace learning in Europe [Apprendre en travaillant: expriences russies de lapprentissage sur le lieu de travail en Europe]. Luxembourg: Publications Office. Disponible sur internet: [Link] [cit le 27.7.2011]. Commission europenne (2009a). Communication de la Commission au Parlement europen, au Conseil, au Comit conomique et social europen et au Comit des rgions. Un engagement commun en faveur de lemploi. (Document COM(2009) 257 final du 3.6.2009). Disponible sur internet: [Link] LexUriServ/[Link]?uri=COM:2009:0257:FIN:FR:PDF [cit le 21.7.2011]. Commission europenne (2009b). Livre vert: Promouvoir la mobilit des jeunes des fins dapprentissage. (Document COM(2009) 329 final du 8.7.2009). Disponible sur internet: [Link] [Link]?uri=COM:2009:0329:FIN:FR:PDF [cit le 21.7.2011]. Commission europenne (2010a). Cadre stratgique pour lducation et la formation [en ligne]: http:// [Link]/education/lifelong-learning-policy/doc28_fr.htm [cit le 21.7.2011]. Commission europenne (2010b). Coopration europenne: principales initiatives politiques [en ligne]: http:// [Link]/education/lifelong-learning-policy/doc36_fr.htm [cit le 21.7.2011]. Commission europenne (2010c). Donner un nouvel lan la coopration europenne en matire denseignement et de formation professionnels pour appuyer la stratgie Europe 2020. (Document COM(2010) 296 final du 9.6.2010). Disponible sur internet: [Link] do?uri=COM:2010:0296:FIN:FR:PDF [cit le 28.7.2011]. Commission europenne (2010d). Anne europenne des activits de volontariat pour la promotion de la citoyennet active [en ligne]: [Link] learning/ef0019_fr.htm [cit le 26.7.2011]. Commission europenne (2010e). Le programme pour lducation et la formation tout au long de la vie (2007-13) [en ligne]: [Link] [cit le 26.7.2011]. Commission europenne (2010f). Mise en place de programmes dinitiation cohrents et systmiques pour les enseignants dbutants: manuel lintention des dcideurs politiques. (Document de travail des services de la Commission SEC(2010) 538 final). Disponible sur internet: [Link] [cit le 29.7.2011]. Commission europenne (2010g). Petites et moyennes entreprises (PME). Amliorer le climat des affaires: dmarrer, grer et faire crotre son entreprise [en ligne]: [Link] business-environment/index_fr.htm [cit le 26.7.2011]. Commission europenne (2010h). Poser les bases dune vie dapprentissage [en ligne]: [Link] education/lifelong-learning-policy/doc42_fr.htm [cit le 26.7.2011].

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Commission europenne (2010i). Progress towards the Lisbon objectives in education and training indicators and benchmarks 2009 [Progrs sur la voie des objectifs de Lisbonne dans le domaine de lducation et de la formation Indicateurs et points de rfrence 2009]. (Commission staff working document SEC(2009) 1616). Disponible sur internet: [Link] [Link] [cit le 27.7.2011]. Commission europenne (2010j). Rseau europen pour lassurance de la qualit dans lenseignement et la formation professionnels. Portail du Eqavet (en anglais): [Link] [cit le 21.7.2011]. Commission europenne (2010k). Soutien la mobilit des citoyens et lducation et la formation tout au long de la vie [en ligne]: [Link] [cit le 27.7.2011]. Communiqu de Bordeaux (2008). Communiqu de Bordeaux sur la coopration renforce en matire denseignement et de formation professionnels. Bruxelles: Commission europenne. Disponible sur internet: [Link] [cit le 21.7.2011]. Communiqu de Bruges (2010). Le communiqu de Bruges sur la coopration europenne renforce en matire denseignement et de formation professionnels pour la priode 2011-2020. Bruxelles: Commission europenne. Disponible sur internet: [Link] bruges_fr.pdf [cit le 26.7.2011]. Conseil de lUnion europenne (2008a). Conclusions du Conseil du 22 mai 2008 sur lducation et la formation des adultes. Journal officiel de lUnion europenne, C 140 du 6.6.2008, p. 10-13. Disponible sur internet: [Link] [cit le 21.7.2011]. Conseil de lUnion europenne (2008b). Conclusions du Conseil et des reprsentants des gouvernements des tats membres, runis au sein du Conseil le 21 novembre 2008, concernant la mobilit des jeunes. Journal officiel de lUnion europenne, C 320 du 16.12.2008, p. 6-9. Disponible sur internet: [Link] [Link]/LexUriServ/[Link]?uri=OJ:C:2008:320:0006:0009:FR:PDF [cit le 21.7.2011]. Conseil de lUnion europenne (2008c). Rsolution du Conseil et des reprsentants des gouvernements des tats membres, runis au sein du Conseil du 21 novembre 2008 Mieux inclure lorientation tout au long de la vie dans les stratgies dducation et de formation tout au long de la vie. Journal officiel de lUnion europenne, C 319 du 13.12.2008, p. 4-7. Disponible sur internet: [Link] [Link]?uri=OJ:C:2008:319:0004:0007:FR:PDF [cit le 21.7.2011]. Conseil de lUnion europenne (2009a). Conclusions du Conseil du 12 mai 2009 concernant un cadre stratgique pour la coopration europenne dans le domaine de lducation et de la formation (ducation et formation 2020). Journal officiel de lUnion europenne, C 119 du 28.5.2009, p. 2-10. Disponible sur internet: [Link] [cit le 21.7.2011]. Conseil de lUnion europenne (2009b). Conclusions du Conseil du 26 novembre 2009 sur le perfectionnement professionnel des enseignants et des chefs dtablissement. Journal officiel de lUnion europenne, C 302 du 12.12.2009, p. 6-9. Disponible sur internet: [Link] [Link]R:PDF [cit le 21.7.2011]. Conseil de lUnion europenne (2009c). Conclusions du Conseil et des reprsentants des gouvernements des tats membres, runis au sein du Conseil, du 12 mai 2009 sur le dveloppement de partenariats entre institutions denseignement et de formation et partenaires sociaux, en particulier les employeurs, dans le contexte de lducation et de la formation tout au long de la vie. Disponible sur internet: [Link] [Link]/pdf/fr/09/st09/[Link] [cit le 28.7.2011].

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Conseil de lUnion europenne (2009d). Eight key points for the recovery of Europe from the perspective of ministers responsible for education [Huit points essentiels pour la relance de lEurope du point de vue des ministres chargs de lducation]. Runion informelle des ministres chargs de lducation, mars 2009. Disponible en anglais sur internet: [Link] id=24148&down=yes [cit le 27.7.2011]. Conseil de lUnion europenne (2010a). Conclusions du Conseil du 11 mai 2010 sur la dimension sociale de lducation et de la formation. Journal officiel de lUnion europenne, C 135 du 26.5.2010, p. 2-7. Disponible sur internet: [Link] :FR:PDF [cit le 21.7.2011]. Conseil de lUnion europenne (2010b). Conclusions du Conseil du 11 mai 2010 sur les comptences au service de lducation et de la formation tout au long de la vie et linitiative intitule des comptences nouvelles pour des emplois nouveaux. Journal officiel de lUnion europenne, C 135 du 26.5.2010, p. 8-11. Disponible sur internet: [Link] [Link]R:PDF [cit le 29.7.2011]. Conseil de lUnion europenne (2010c). Conclusions du Conseil du 7 Juin 2010 relatives des comptences nouvelles pour des emplois nouveaux: la voie suivre. Disponible sur internet: [Link] [Link]/pdf/fr/10/st10/[Link] [cit le 21.7.2011]. Conseil de lUnion europenne (2010d). Conclusions du Conseil du 17 juin 2010: Une nouvelle stratgie europenne pour lemploi et la croissance. Disponible sur internet: [Link] pdf [cit le 21.7.2011]. Conseil de lUnion europenne (2010e). Conclusions du Conseil du 19 novembre 2010 sur lducation au dveloppement durable. Journal officiel de lUnion europenne, C 327 du 4.12.2010, p. 11-14. Disponible sur internet: [Link] [cit le 26.7.2011]. Conseil de lUnion europenne (2010f). Conclusions du Conseil du 19 novembre 2010 sur linitiative Jeunesse en mouvement une approche intgre visant rpondre aux problmes auxquels les jeunes sont confronts. Journal officiel de lUnion europenne, C 326 du 3.12.2010, p. 9-11. Disponible sur internet: [Link] [cit le 26.7.2011]. Conseil de lUnion europenne (2010g). Projet de conclusions du Conseil sur les priorits de la coopration europenne renforce en matire denseignement et de formation professionnels pour la priode 2011-2020. Disponible sur internet: [Link] council10_fr.pdf [cit le 26.7.2011]. Conseil de lUnion europenne (2010h). Rapport conjoint 2010 du Conseil et de la Commission sur ltat davancement de la mise en uvre du programme de travail ducation et formation 2010. Journal officiel de lUnion europenne, C 117 du 6.5.2010, p. 1-7. Disponible sur internet: [Link] LexUriServ/[Link]?uri=OJ:C:2010:117:0001:0007:FR:PDF [cit le 21.7.2011]. Conseil de lUnion europenne (2011a). Conclusions du Conseil sur le rle de lducation et de la formation dans la mise en uvre de la stratgie Europe 2020. Journal officiel de lUnion europenne, C 70 du 4.3.2011, p. 1-3. Disponible sur internet: [Link] :0003:FR:PDF [cit le 26.7.2011]. Conseil de lUnion europenne (2011b). Proposition de recommandation du Conseil concernant les politiques de rduction de labandon scolaire. Disponible sur internet: [Link] doc/earlyrec_fr.pdf [cit le 26.7.2011]. Europass (2010). Site web Europass. Cedefop, Thessalonique: [Link] [cit le 21.7.2011].

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OCDE (2010). The programme for international student assessment (PISA) [Le programme international pour le suivi des acquis des lves] [en ligne]: [Link] 235731_38378840_1_1_1_1,[Link] [cit le 27.7.2011]. Parlement europen; Conseil de lUnion europenne (2006a). Recommandation du Parlement europen et du Conseil du 18 dcembre 2006 relative la mobilit transnationale dans la Communaut des fins d`ducation et de formation: Charte europenne de qualit pour la mobilit. Journal officiel de lUnion europenne, L 394 du 30.12.2006, p. 5-9. Disponible sur internet: [Link] [Link]?uri=OJ:L:2006:394:0005:0009:FR:PDF [cit le 28.7.2011]. Parlement europen; Conseil de lUnion europenne (2006b). Recommandation du Parlement europen et du Conseil du 18 dcembre 2006 sur les comptences cls pour lducation et la formation tout au long de la vie. Journal officiel de lUnion europenne, L 395 du 30.12.2006, p. 10-18. Disponible sur internet: http:// [Link]/LexUriServ/[Link]?uri=OJ:L:2006:394:0010:0018:FR:PDF [cit le 28.7.2011]. Parlement europen; Conseil de lUnion europenne (2008). Recommandation du Parlement europen et du Conseil du 23 avril 2008 tablissant le cadre europen des certifications pour lducation et la formation tout au long de la vie. Journal officiel de lUnion europenne, C 111 du 6.5.2008, p. 1-7. Disponible sur internet: [Link] [cit le 28.7.2011]. Parlement europen; Conseil de lUnion europenne (2009a). Recommandation du Parlement europen et du Conseil du 18 juin 2009 tablissant le systme europen de crdit dapprentissages pour lenseignement et la formation professionnels (ECVET). Journal officiel de lUnion europenne, C 155 du 8.7.2009, p. 11-18. Disponible sur internet: [Link] FR:PDF [cit le 27.7.2011]. Parlement europen; Conseil de lUnion europenne (2009b). Recommandation du Parlement europen et du Conseil du 18 juin 2009 relative ltablissement dun cadre europen de rfrence pour lassurance de la qualit dans lenseignement et la formation professionnels. Journal officiel de lUnion europenne, C 155 du 8.7.2009 p. 1-10. Disponible sur internet: [Link] =OJ:C:2009:155:0001:0010:FR:PDF [cit le 28.7.2011]. Prsidence sudoise du Conseil de lUnion europenne (2009). Professional teachers The key to successful schools: memorandum [Des enseignants hautement comptents la cl de la russite des tablissements scolaires: mmorandum]. U.S. Department of Education (2010a). The Progress in International Reading Literacy Study (PIRLS) [valuation internationale sur les comptences en lecture] [en ligne]: [Link] [cit le 21.7.2011]. U.S. Department of Education (2010b). The Trends in International Mathematics and Science Study (TIMSS) [Enqute internationale sur les mathmatiques et les sciences] [en ligne]: [Link] [cit le 21.7.2011].

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stUDIeNBesUChsPRogRamm fR BILDUNgs- UND BeRUfsBILDUNgsfaChLeUte UND eNtsCheIDUNgstRgeR 2012/2013

Themengruppen
1. fRDERUNG DER ZUSAMMENARBEIT ZWISCHEN ALLGEMEINER UND BERUfLICHER BILDUNG UND ARBEITSWELT 1.1. Beschreibung Die Strategie Europa 2020 misst der allgemeinen und beruflichen Bildung einen hohen Stellenwert bei, um ein intelligentes, nachhaltiges und integratives Wachstum zu frdern (Rat der Europischen Union, 2010e). Innerhalb des strategischen Rahmens fr die europische Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung in der Zeit nach 2010 betont der Rat der Europischen Union, dass die Grndung von Partnerschaften der Bildungs- und Ausbildungseinrichtungen (Rat der Europischen Union, 2009a) mit Unternehmen, Forschungseinrichtungen, kulturellen Akteuren und kreativen Branchen wichtig ist, um Innovation zu frdern und die Beschftigungsfhigkeit und das unternehmerische Potenzial aller Lernenden zu verbessern. Um ein der Kreativitt zutrgliches Klima zu erzeugen und die beruflichen Anforderungen und die sozialen Bedrfnisse sowie das persnliche Wohl des Einzelnen besser miteinander in Einklang zu bringen, sollten grere Lerngemeinschaften gefrdert werden, in die auch Vertreter der Zivilgesellschaft und anderer Interessengruppen einbezogen werden (Rat der Europischen Union, 2009b). Die Wirtschaftskrise in Europa erfordert sofortige und wirksame Manahmen, die die langfristige wirtschaftliche und soziale Entwicklung frdern, die Wettbewerbsfhigkeit und Beschftigungsfhigkeit strken und den sozialen Zusammenhalt festigen. In ihrer Mitteilung Ein gemeinsames Engagement fr Beschftigung (Europische Kommission, 2009a) legte die Europische Kommission drei Schlsselprioritten fest, die die Mitgliedstaaten bei der Planung und Durchfhrung geeigneter und wirksamer Beschftigungspolitiken untersttzen sollen: Erhaltung und Schaffung von Arbeitspltzen und Frderung der Mobilitt; Steigerung des Kompetenzniveaus und Anpassung an die Erfordernisse des Arbeitsmarkts und Ausweitung des Zugangs zur Beschftigung. Die allgemeine und berufliche Erstausbildung liefert die Grundlage an Qualifikationen, auf der die weitere Bildung aufbaut. Die Kenntnisse, Fhigkeiten und Kompetenzen, die die Menschen whrend ihrer allgemeinen und beruflichen Erstbildung erwerben, knnen sie dabei untersttzen, erfolgreich eine Beschftigung aufzunehmen und sich in der Folge neuen Anforderungen, Arbeitsmethoden und Arbeitspltzen anzupassen. In seinen Schlussfolgerungen zu neuen Qualifikationen fr neue Arbeitspltze (Rat der Europischen Union, 2010d) befasst sich der Rat mit der Frage, wie die Menschen durch allgemeine und berufliche Bildung besser auf noch nicht vorhandene Beschftigungen vorbereitet werden knnen. Die aktualisierte Qualifikationsprognose des Cedefop von 2011 fr Sektoren und Berufe deutet darauf hin, dass die Nachfrage nach Qualifikationen (gemessen an formalen Qualifikationen) sich erhhen wird, whrend gleichzeitig viele junge Europer die Schule ohne Abschluss des Sekundarbereichs II verlassen. Von den bis 2020 erwarteten neuen Beschftigungsmglichkeiten werden 32 Millionen hohe Qualifikationen, 36,5 Millionen mittlere Qualifikationen und 6,7 Millionen Qualifikationen mit niedrigem Niveau erfordern (Cedefop, 2011b). Fr viele derzeitige Arbeitspltze werden sich die Anforderungen an die Qualifikationen ndern, was fr die Menschen entweder die kontinuierliche Anpassung an diese Neuerungen bedeutet oder die Vorbereitung auf die Anforderungen an neuen Arbeitspltzen. Es ist wichtig, die praktische Bedeutung der allgemeinen und beruflichen Bildung fr die Arbeitswelt zu strken. Zu diesem Zweck muss der Dialog zwischen den Einrichtungen der allgemeinen und beruflichen Bildung auf allen Ebenen angefangen von den Schulen bis hin zu Einrichtungen der Berufs-, Erwachsenenund Hochschulbildung und Partnern des Arbeitsmarkts insbesondere Unternehmen und Arbeitgebern zu frdern (Rat der Europischen Union, 2009d). Wie im Brgge-Kommuniqu zu einer verstrkten europischen Zusammenarbeit in der Berufsbildung hervorgehoben wird, knnen Partnerschaften zwischen den Akteuren der beruflichen Aus- und Weiterbildung, Sozialpartnern, Unternehmen, Arbeitsverwaltungen und anderen Akteuren die Voraussetzungen dafr schaffen, dass junge Menschen die Kenntnisse, Fertigkeiten und Kompetenzen erwerben, die ihnen eine rasche Eingliederung in den Arbeitsmarkt und die Anpasssung an neue Anforderungen am Arbeitsplatz ermglichen (Brgge-Kommuniqu, 2010). Eine solche Zusammenarbeit kann verschiedene Formen annehmen (Rat der Europischen Union, 2009a), z. B.:

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Auflegung von Programmen fr allgemeine und berufliche Bildung auf der Grundlage von Lernergebnissen, die die Anforderungen des Arbeitsmarkts widerspiegeln; Ausarbeitung des Lehrplans mit dem Ziel, Schlsselkompetenzen zu entwickeln, wobei der theoretische Inhalt mit praktischen Komponenten aus der Berufswelt ergnzt wird; Praktika und Firmenpraktika fr Lehrer und Lernende, die sie mit den Gegebenheiten eines realen Arbeitsumfelds vertraut machen; Einbindung von Berufspraktikern und Unternehmern in den Lehr-/Lernprozess; Die europischen Sozialpartner haben einen eigenen Aktionsrahmen fr die Entwicklung von Kompetenzen des lebenslangen Lernens und Qualifikationen entworfen, untersttzen jedoch auch die Kommission und die Mitgliedstaaten dabei, die Berufsbildung in Europa zu verbessern und attraktiver zu gestalten. Die Sozialpartner sollten dabei untersttzt werden, ihren Beitrag zur Organisation, Bereitstellung und Finanzierung der Ausbildung zu leisten, aber sie sollten auch das Lernen am Arbeitsplatz frdern, um die Beschftigungsfhigkeit der Arbeitnehmer zu verbessern und den Zugang zum lebenslangen Lernen zu erleichtern (Europische Kommission, 2010a). Damit das lebenslange Lernen fr alle, ungeachtet ihres Alters oder Qualifikationsniveaus, zur Realitt werden kann, mssen regulre Arbeitspltze die wichtigsten Orte des Lernens werden (Cedefop, 2011a). Bei den Studienbesuchen werden Anstze und Beispiele bewhrter Praxis vorgestellt: (a) Beitrag der allgemeinen und beruflichen Bildung zur Verbesserung von Kenntnissen, Qualifikationen und Kompetenzen fr den Arbeitsmarkt; (b) Analyse von Qualifikationserfordernissen und -lcken, die auf den Arbeitsmrkten der EU-Mitgliedstaaten entstehen, und Ausarbeitung von politischen Problemlsungen; (c) Planung und Umsetzung von Aktivitten wie den bergang von der allgemeinen und beruflichen Bildung zum Arbeitsleben, Berufsberatung und Lernen am Arbeitsplatz zur Verbesserung der Beschftigungsfhigkeit. (d) Anreize und Initiativen, die auf nationaler und regionaler Ebene fr die Einrichtungen der allgemeinen und beruflichen Bildung entwickelt wurden, damit diese mit externen Partnern, wie Kommunen, Unternehmen, Sozialpartnern, Nichtregierungsorganisationen (NRO), Eltern usw. zusammenarbeiten; (e) nationale, regionale und lokale Beispiele fr partizipative Fhrung. 1.2. Liste der Themen fr Studienbesuche bergang von der allgemeinen und beruflichen Bildung zum Arbeitsleben Lernen am Arbeitsplatz Eingliederung benachteiligter Gruppen in den Arbeitsmarkt Steigerung der Attraktivitt von Berufsbildung Beitrag der Sozialpartner zum lebenslangen Lernen Zusammenarbeit zwischen Einrichtungen der allgemeinen und beruflichen Bildung, Unternehmen und lokalen Gemeinschaften Neue Kompetenzen fr neue Beschftigungen Frderung von Unternehmertum und Beschftigungsfhigkeit 1.3. Schlsselwrter ltere Arbeitnehmer Erwachsenenbildung Finanzierung lebenslange Bildungs- und Berufsberatung Lehrlingsausbildung Leitung und Management Nachhaltige Entwicklung Praktikum Qualifikationsbedarf Schlsselkompetenzen schulisches Umfeld soziale Eingliederung Sozialpartner unternehmerische Kompetenz Validierung nicht formalen und informellen Lernens

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2. UNTERSTTZUNG DER ERSTAUSBILDUNG UND WEITERBILDUNG VON LEHRKRfTEN, AUSBILDERN UND LEITERN VON EINRICHTUNGEN DER ALLGEMEINEN UND BERUfLICHEN BILDUNG 2.1. Beschreibung In dem strategischen Rahmen fr die europische Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung (Rat der Europischen Union, 2009b) nach 2010 wird die Notwendigkeit bekrftigt, einen Unterricht von hoher Qualitt sicherzustellen und zu diesem Zweck eine adquate Grundausbildung fr Lehrer sowie Fortbildungsmglichkeiten fr Lehrer und Ausbilder zu bieten und die Lehrberufe zu einer attraktiven Karriereoption zu machen. Angesichts eines im Wandel begriffenen Arbeitsmarkts und -umfelds sollten flexible Mglichkeiten der Erstausbildung und Weiterbildung fr Lehrkrfte und Ausbilder zur Verfgung gestellt und entsprechende Investitionen gettigt werden (Brgge-Kommuniqu, 2010). Um dem Mangel an Lehrkrften zu begegnen und um zu verhindern, dass eine groe Zahl von jungen Lehrkrften den Beruf vorzeitig aufgibt, sollten verstrkt Einarbeitungsprogramme und Modelle fr Probezeiten aufgelegt werden. Es sollten kohrente Einarbeitungsprogramme durchgefhrt werden, die Junglehrern berufliche, soziale und persnliche Untersttzung bieten (Europische Kommission 2010 l, S. 18-20). Die Wahrnehmung der Rolle von Lehrkrften (Ausbildern) hat sich in den letzten Jahren gewandelt, sodass die Erwartungen an Lehrkrfte und an die Schulen generell gestiegen sind. Als Schlsselakteure fr die Untersttzung der Lernerfahrung der Lernenden mssen Lehrkrfte und Ausbilder mehr Verantwortung fr die Aktualisierung und Fortentwicklung ihrer eigenen Kenntnisse und Fhigkeiten bernehmen (Rat der Europischen Union, 2009c) und ihre Fhigkeiten und Arbeitsmethoden an ein verndertes Umfeld anpassen. Die Rollen von Lehrkrften und Ausbildern nhern sich an: Ein Ausbilder an einem Arbeitsplatz wird knftig mehr pdagogische Kompetenzen bentigen und muss eine Untersttzungs- und Mentorrolle bernehmen; von einer Lehrkraft dagegen wird, wie von einem Ausbilder, ein genaues Verstndnis der Arbeitsablufe erwartet (Europische Kommission, 2010a). Lehrkrfte mssen mit heterogeneren Schlergruppen arbeiten und die Integration benachteiligter Schler in die regulre Schul- und Berufsbildung verbessern. Lehrkrfte und Ausbilder mssen neue Unterrichtsund Ausbildungsanstze sowie reflektives Denken beherrschen, weiterentwickeln und anwenden. Dies beinhaltet auch strker individualisierte Unterrichts- und Lernanstze, gute Kommunikationsfhigkeit, Teamarbeitsmethoden, ein demokratisches Schulmanagement und untersttzende Mechanismen fr die Schlerbeurteilung und die Schulevaluierung. Die Lehrkrfte sollten strker und aktiver in die Prozesse zur Verbesserung der Schulen einbezogen werden. Aufgrund neuer Anforderungen mssen politische Entscheidungstrger und Leiter von Bildungs- und Berufsbildungseinrichtungen sehr viel vorausschauender agieren, wodurch sich die Rolle der Schulleiter berall in Europa verndert hat. Schulleiter stehen heute an vorderster Front und sind zentrale Akteure bei den Anstrengungen zur Verbesserung der Schulbildung. Es besteht ein Bedarf an wirkungsvollen Fhrungsfhigkeiten und kompetenzen (einschlielich Finanzmanagement, IKT-Kompetenzen, Personalmotivierung, Qualittssicherung, Kommunikation usw.), um den Wandel und neue Funktionen anzunehmen und zu bewltigen. Bei einer informellen Sitzung der Bildungsminister in Gteborg im September 2009 wurde betont, dass die Schulleiter gemeinsam mit Schlern und Lehrkrften die Chancen zum Austausch guter Praxis und zur beruflichen Weiterbildung ber nationale Grenzen hinweg nutzen sollten (Schwedischer Ratsvorsitz der Europischen Union, 2009). Die Verbesserung von Qualitt und Effizienz der allgemeinen und beruflichen Bildung bleibt ein strategisches Ziel der europischen Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung. In seinen Schlussfolgerungen zu einem strategischen Rahmen fr diese Zusammenarbeit betonte der Rat, wie wichtig es ist, die Verwaltung und Leitung der Bildungs- und Ausbildungseinrichtungen zu optimieren und wirksame Qualittssicherungssysteme zu entwickeln (Rat der Europischen Union, 2009b). Die Ausrichtung auf Qualitt beinhaltet die Strkung der Kapazitten von Lehrkrften, Schulleitern, Ausbildern und Ausbildungsleitern, Strategien zur besseren Verstndigung mit den Eltern, die Modernisierung der Curricula und die Ausweitung auerschulischer Aktivitten, die Verbesserung der Infrastruktur und die Schaffung eines respektvollen Umfelds. Die Einfhrung von Qualittssicherungssystemen ist auf allen Bildungsebenen wichtig, unter anderem bei der Bewertung der Kompetenzen von Lernenden, bei institutionellen Selbstbewertungen, externen und internen Bewertungen, in Bezug auf Transparenz und die Validierung von Ergebnissen. Immer hufiger werden beispielsweise Sozialpartner und Akteure des Arbeitsmarkts zu Bewertungen und zur Validierung von Ergebnissen hinzugezogen (Lerngemeinschaften).

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Im Hinblick auf die berufliche Aus- und Weiterbildung unterstreicht das Brgge-Kommuniqu die Notwendigkeit, der Qualittssicherung in der europaweiten Zusammenarbeit im Bereich der beruflichen Bildung whrend des Zeitraums 2011-20 hohe Prioritt einzurumen (Brgge-Kommuniqu, 2010). Die Qualittssicherung ist unerlssliche Voraussetzung fr die Entwicklung von gegenseitigem Vertrauen zwischen den Berufsbildungssystemen, welches die Mobilitt und die gegenseitige Anerkennung von Qualifikationen und Kompetenzen erleichtern wird. Die Mitgliedstaaten sollten bis 2015 Qualittssicherungsrahmen fr Berufsbildungseinrichtungen einfhren, die auch fr begleitende Berufspraktika gelten und mit dem EQAVETRahmen vereinbar sind (Europisches Parlament, Rat der Europischen Union, 2009b). Bei den Studienbesuchen werden Entwicklungen und Manahmen vorgestellt, die Unterricht und Ausbildung attraktiver gestalten, die Leitung verbessern und die Qualitt erhhen. Dabei werden vor allem folgende Schwerpunkte gesetzt: (a) Entwicklung von Programmen zur Einstellung und Bindung von hoch qualifizierten Mitarbeitern in allen Berufsgruppen der allgemeinen und beruflichen Bildung; (b) Steigerung der Qualitt und der Kompetenzen von Fhrungskrften in Einrichtungen der allgemeinen und beruflichen Bildung; (c) kontinuierliche berufliche Weiterentwicklung von Lehrkrften und Ausbildern; (d) Initiativen zur Erleichterung der Mobilitt von Lehrkrften und Ausbildern; (e) Qualittssicherungssysteme in Schulen und Ausbildungseinrichtungen. 2.2. Liste der Themen fr Studienbesuche Qualittssicherungssysteme in Schulen und Ausbildungseinrichtungen Erstausbildung, Einstellung und Evaluierung von Lehrkrften und Ausbildern Berufliche Weiterentwicklung von Lehrkrften und Ausbildern und Karrieremglichkeiten Leitungsfunktion und Management bei Schulen und Berufsbildungsanbietern 2.3. Schlsselwrter Autonomie (Schule oder Einrichtung) Evaluierung (Schule oder Einrichtung) Kompetenzen von Lehrkrften und Ausbildern Leitung und Management Mobilitt von Lehrkrften und Ausbildern Qualifikationen von Lehrkrften und Ausbildern Qualittssicherung Status von Lehrkrften und Ausbildern 3. fRDERUNG DES ERWERBS VON SCHLSSELKOMPETENZEN IM GESAMTEN SYSTEM DER ALLGEMEINEN UND BERUfLICHEN BILDUNG 3.1. Beschreibung In der Empfehlung des Europischen Parlaments und des Rates zu Schlsselkompetenzen fr lebensbegleitendes Lernen (2006a) wurde ein Rahmen festgelegt, der Kenntnisse mit Qualifikationen und Einstellungen vereint, die alle Menschen fr ihre persnliche Entfaltung, fr aktive Brgerschaft, soziale Integration und Beschftigung bentigen. Er dient als Referenzinstrument zur Untersttzung von politischen Entscheidungstrgern, Bildungs- und Ausbildungsanbietern, Arbeitgebern und Lernenden. Schlsselkompetenzen haben fr alle Altersgruppen Prioritt. Junge Menschen sollten bis zum Ende der allgemeinen und beruflichen Erstausbildung ausreichende Schlsselkompetenzen erworben haben, um fr das Erwachsenenleben gerstet zu sein und ber eine solide Grundlage fr das Arbeitsleben und fr weiteres Lernen zu verfgen. Erwachsene mssen ihre Schlsselkompetenzen ihr Leben lang weiterentwickeln und aktualisieren, um sich flexibel an den raschen Wandel anpassen zu knnen. Zu den Schlsselkompetenzen zhlen muttersprachliche Kompetenz, Fremdsprachenkenntnisse, mathematische Kompetenz und grundlegende naturwissenschaftlich-technische Kompetenz, Computerkompetenz, Lernkompetenz, soziale Kompetenz und Brgerkompetenz, Eigeninitiative und unternehmerische Kompetenz, Kulturbewusstsein und kulturelle Ausdrucksfhigkeit.

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In dem strategischen Rahmen fr die europische Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung (ET 2020) (Rat der Europischen Union, 2009b) wird die Notwendigkeit, dass jeder Einzelne Schlsselkompetenzen erwirbt, erneut bekrftigt und zu einem strategischen Ziel erhoben, um Kreativitt und Innovation sowie unter anderem unternehmerisches Denken auf allen Ebenen der allgemeinen und beruflichen Bildung zu frdern. Gleichzeitig sollte die Vermittlung von unternehmerischem Denken d. h. Initiativgeist, Fhigkeit zur Umsetzung von Ideen in die Praxis, Kreativitt und Selbstvertrauen gefrdert und allen Berufsbildungsteilnehmern, in allen Fchern und Fachbereichen, zugnglich gemacht werden, indem praktische Erfahrungen in Unternehmen und die Einbindung von Fachleuten aus Unternehmen ermglicht werden (Rat der Europischen Union, 2010f). Die Lernenden sollten auf Selbstndigkeit als Karriereoption aufmerksam gemacht und auf die Grndung eines eigenen Unternehmens vorbereitet werden. Unternehmerisches Denken muss ein fester Bestandteil des Kompetenzrahmens fr Lehrkrfte und Ausbilder werden (Europische Kommission, 2010f). Neuere Forschungen belegen in der gesamten EU einen Trend zu kompetenzbasiertem Unterrichten und Lernen und zu einem an Lernergebnissen (was Lernende wissen, verstehen und zu tun in der Lage sind) orientierten Ansatz (Rat der Europischen Union, 2010a), der Teil eines innovativen Unterrichts- und Lernansatzes ist. Die europischen Lnder haben gute Fortschritte bei der Entwicklung schulischer Curricula erzielt, die strkeres Augenmerk auf fcherbergreifende Anstze und die Anwendbarkeit von Wissen in realen Lebenssituationen legen und damit die Schler bei der Entwicklung von Schlsselkompetenzen untersttzen, die fr Selbstverwirklichung, aktive Brgerschaft und Beschftigungsfhigkeit erforderlich sind. Obwohl die Verbesserung von Lese- und Schreibkompetenzen sowie von Grundfertigkeiten weiterhin Anstrengungen erfordert, rcken die bereichsbergreifenden Kompetenzen (digitale Kompetenz, soziale Fhigkeiten, Kooperationsfhigkeit und Lernkompetenz) immer strker in den Blickpunkt des Interesses. Sie sind eine wesentliche Voraussetzung dafr, dass Menschen sich an unterschiedliche Arbeitsumgebungen anpassen und ein Leben als aktive Brger fhren knnen. Auch bei den Arbeitgebern ist eine wachsende Nachfrage nach diesen Kompetenzen zu beobachten (Rat der Europischen Union, 2010b). Das Europische Jahr der Freiwilligenttigkeit zur Frderung der aktiven Brgerschaft 2011 untersttzte die Bemhungen der Gemeinschaft, der Mitgliedstaaten, lokaler und regionaler Behrden um die Schaffung der Voraussetzungen in der Zivilgesellschaft fr freiwilliges Engagement in der Europischen Union. 2010 befasste sich der Rat erstmals mit dem Thema Bildung fr nachhaltige Entwicklung (BNE), die wirtschaftliche, soziale und Umweltaspekte bercksichtigen soll. In seinen Schlussfolgerungen fordert der Rat die Mitgliedstaaten auf, die nachhaltige Entwicklung in alle Bereiche der allgemeinen und beruflichen Bildung einzubeziehen und die BNE im Rahmen ihrer nationalen Strategien fr lebenslanges Lernen zu untersttzen (Rat der Europischen Union, 2010g). Bei den Studienbesuchen zu diesem Themenkreis werden Manahmen vorgestellt, die Teilnehmerlnder ergreifen, um Schlsselkompetenzen fr junge Menschen und Erwachsene sowie kreative und innovative Konzepte fr den Bereich der allgemeinen und beruflichen Bildung zu frdern. Beispiele fr solche Manahmen sind: (a) nationale, regionale und lokale politische Strategien zur Verstrkung der Schlsselkompetenzen und zur Untersttzung von Kreativitt und Innovation; (b) Reformen der nationalen Curricula bzw. Erarbeitung regionaler und lokaler Schulcurricula; (c) spezifische Initiativen und Projekte zur Frderung des Erwerbs von Schlsselkompetenzen, von Kreativitt und Innovation; (d) neue Anstze fr die Organisation von Lernen und Lehre; (e) innovative Methoden, Lernumgebungen, Lernmaterialien oder Bewertungstechniken. 3.2. Liste der Themen fr Studienbesuche Ausbau der Lese-, Schreib- und Rechenfhigkeiten Sprachunterricht und Spracherwerb Einsatz von IKT beim Lernen Bildung fr unternehmerische Kompetenz Erziehung zur aktiven Brgerschaft und zur nachhaltigen Entwicklung Entwicklung von Kreativitt im Bereich Lernen und Lehre Erlernen von Mathematik und Naturwissenschaften

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3.3. Schlsselwrter Auercurriculare Manahmen Bewertung der Lernenden Computerkompetenz Curriculum ehrenamtliche Ttigkeit Elternbeteiligung Erwachsenenbildung fremdsprachliche Kompetenz Gesundheitserziehung innovative Anstze Integriertes Inhalts- und Sprachenlernen (CLIL) interkulturelle Bildung junge Menschen Kulturbewusstsein und kulturelle Ausdrucksfhigkeit Lernkompetenz mathematische Kompetenz muttersprachliche Kompetenz Nachhaltige Entwicklung naturwissenschaftlich-technische Kompetenz personalisiertes Lernen Qualifikationsbedarf soziale Eingliederung soziale Kompetenz und Brgerkompetenz 4. fRDERUNG DER SOZIALEN EINGLIEDERUNG UND DER GLEICHSTELLUNG DER GESCHLECHTER IN DER ALLGEMEINEN UND BERUfLICHEN BILDUNG, EINSCHLIESSLICH DER INTEGRATION VON MIGRANTEN 4.1. Beschreibung Der strategische Rahmen fr die europische Zusammenarbeit in der allgemeinen und beruflichen Bildung (ET 2020) (Rat der Europischen Union, 2009b), legt fest, dass die Frderung der Gerechtigkeit, des sozialen Zusammenhalts und des aktiven Brgersinns eine strategische Prioritt fr die Mitgliedsstaaten bis 2020 ist. Die Systeme der allgemeinen und beruflichen Bildung sollten darauf ausgerichtet sein, dass alle Lernenden, einschlielich jener aus benachteiligten Verhltnissen, jener mit besonderen Bedrfnissen sowie Zuwanderer, einen Bildungsabschluss erreichen, gegebenenfalls auch ber den zweiten Bildungsweg und durch Bereitstellung von strker auf persnliche Bedrfnisse zugeschnittenen Lernangeboten. Auf diese Weise knnen die Systeme der allgemeinen und beruflichen Bildung dazu beitragen, soziale Ungleichheiten zu verringern, und die Brger in die Lage versetzen, ihr Potenzial voll auszuschpfen (Rat der Europischen Union, 2011b). Die Senkung des Anteils der Schulabbrecher von gegenwrtig 14,4 % auf 10 % in den allgemeinen und beruflichen Bildungssystemen ist eines der Leitziele der Strategie Europa 2020. 2011 nahm die Kommission einen Aktionsplan an, der den Mitgliedstaaten helfen wird, dieses Leitziel bis Ende des Jahrzehnts zu erreichen (Rat der Europischen Union, 2011a). Insbesondere die berufliche Bildung kann durch eine Kombination von Prventiv- und Abhilfemanahmen zur Senkung der Schulabbrecherquote beitragen, wie z. B. durch arbeitsmarktrelevante berufliche Bildung, mehr praxisorientiertes Lernen und Ausbildungspraktika, flexible Bildungswege, wirkungsvolle Orientierung und Beratung sowie Lerninhalte und -methoden, die dem Lebensstil und den Interessen junger Menschen Rechnung tragen, gleichzeitig aber ein qualitativ hohes Niveau der beruflichen Bildung aufrechterhalten (Brgge-Kommuniqu, 2010). Der Zugang zu Vorschulbildung ist fr einen guten Start ins Leben wesentlich, da so die Sozialkompetenz der Kinder gefrdert und eine Grundlage fr weiteres Lernen gelegt wird. Dies ist besonders wichtig fr Kinder aus Familien, die ber ein niedriges Einkommen verfgen, einer ethnischen Minderheit angehren oder einen Migrationshintergrund haben. Die Mitgliedstaaten haben alternative (flexiblere) Formen der allgemeinen und beruflichen Bildung, Nachqualifizierungsprogramme sowie Mechanismen zur Information von Eltern ber Fehlzeiten eingefhrt und die Kosten durch die Bereitstellung kostenloser Unterrichtsmaterialien und durch kostenlose Befrderung

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reduziert. Von Bedeutung ist auch eine enge Zusammenarbeit des Sektors der allgemeinen und beruflichen Bildung mit Ausbildungssttten des zweiten Bildungswegs fr Erwachsene. Fr Kinder mit besonderen Erfordernissen wird die Zugangsmglichkeit zunehmend als Chance gesehen, eine allgemeinbildende Schule oder eine Frderschule zu besuchen, je nachdem, welche Option fr das einzelne Kind die besten Lernmglichkeiten bietet. Kostenlose Hochschulbildung ist ein entscheidender Faktor, denn Studiengebhren knnen ein Hindernis fr den Zugang darstellen. Die Mitgliedstaaten sollten im Rahmen der Berufsbildung verschiedene Wege zur Frderung von Lernen und Beschftigung entwickeln. Auch ffentliche Ausbildungsprogramme fr Erwerbslose und benachteiligte Lernende sollten verbessert werden. Die Qualitt und praktische Bedeutung solcher Programme kann durch die Frderung von Partnerschaften mit Interessengruppen auf regionaler und lokaler Ebene und durch die Beteiligung des privaten Sektors optimiert werden. Alle Lernenden sollten die gleiche Chance auf Erfolg haben; Erfolg sollte nicht von Umstnden abhngen, die sich dem Einfluss des Lernenden entziehen, z. B. von der finanziellen Situation der Familie, der elterlichen Erziehung, dem Beschftigungsstatus der Eltern, der geografischen Lage, der ethnischen und rassischen Zugehrigkeit, von Geschlecht oder Behinderungen. Im Bereich der Pflichtschulzeit wurde zudem der Mglichkeit der Nachqualifizierung fr Schulabbrecher (zweite Chance) groe Aufmerksamkeit geschenkt. Die berufliche Erstausbildung zur Vermittlung von Kompetenzen, Kenntnissen und Qualifikationen ist fr die Eingliederung dieser Schler in die Gesellschaft von entscheidender Bedeutung. In den meisten Mitgliedstaaten sind noch weitere Initiativen notwendig, um die Abbrecherquote zu senken und Ungleichheit aufgrund von soziokonomischer Benachteiligung zu bekmpfen. Individuelle Hilfe fr Risikoschler kann aus auf persnliche Bedrfnisse zugeschnittenen Lernangeboten, Beratung, Mentoren- und Nachhilfesystemen, Sozialleistungen und auerschulischen lernuntersttzenden Manamen bestehen (Rat der Europischen Union, 2010c). Bei den Studienbesuchen werden Entwicklungen und Manahmen in folgenden Bereichen vorgestellt: (a) Entwicklung und Umsetzung von Manahmen zur Verbesserung des Zugangs zu allgemeiner und beruflicher Bildung fr benachteiligte Gruppen; (b) Planung und Durchfhrung von Manahmen zur Erzielung von Gleichbehandlung. 4.2. Liste der Themen fr Studienbesuche Lernangebote fr Vorschulkinder Personalisierte Lernanstze Manahmen zur Prvention von Schulabbruch Chancengleichheit fr benachteiligte Gruppen 4.3. Schlsselwrter Allgemeines und berufliches Bildungsniveau ltere Arbeitnehmer besondere Erfordernisse ehrenamtliche Ttigkeit Erwachsenenbildung Gleichstellung der Geschlechter lebenslange Bildungs- und Berufsberatung Migranten und Minderheiten Schulabbrecher soziale Eingliederung vorschulische Erziehung 5. ENTWICKLUNG VON STRATEGIEN fR LEBENSLANGES LERNEN UND MOBILITT

5.1. Beschreibung Die Verwirklichung des lebenslangen Lernens und der Mobilitt ist ein strategisches Ziel der europischen Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung nach 2010. Die meisten Lnder haben bei der Festlegung einheitlicher und bergeordneter Strategien fr lebenslanges Lernen Fortschritte gemacht. Die Zusammenarbeit sollte sich auf das Lernen in allen formalen, nicht formalen oder informellen Umgebungen beziehen: angefangen bei der frhkindlichen Erziehung ber Schulbildung bis hin zur

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Hochschulbildung, Berufsbildung und Erwachsenenbildung. Das Brgge-Kommuniqu zu einer verstrkten europischen Zusammenarbeit in der beruflichen Bildung fordert mehr Manahmen, um mglichst vielen Menschen den Zugang zum lebenslangen Lernen zu erffnen, sodass die Menschen die Mglichkeit haben, in jeder Lebensphase zu lernen, was unter anderem durch offenere und flexiblere Einstiegswege in die allgemeine und berufliche Bildung gewhrleistet werden sollte (Brgge-Kommuniqu, 2010). Der Austausch von Informationen ber verschiedene politische Alternativen kann sich positiv auf die Durchfhrung von Reformen nationaler Systeme der allgemeinen und beruflichen Bildung auswirken und zusammen mit anderen gemeinsamen Lernaktivitten die Erreichung der gemeinsamen Ziele und Benchmarks fr lebenslanges Lernen vorantreiben. Noch steht die Durchfhrung kohrenter und umfassender Strategien fr lebenslanges Lernen aus, die die Bereiche Bildung, Hochschulbildung, Erwachsenenbildung und Berufsbildung umfassen. Hierbei ist ein ganzheitlicher Ansatz, der lebenslanges Lernen und berufliche Bildung mit anderen Politikfeldern wie Makrokonomie, Beschftigung, Wettbewerb, Unternehmen, Forschung und Innovation sowie Sozialpolitik verknpft, von entscheidender Bedeutung. Die Mobilitt der Brger, insbesondere bei der allgemeinen und beruflichen Bildung, trgt dazu bei, ein Zugehrigkeitsgefhl zu Europa, ein europisches Bewusstsein und eine europische Brgerschaft zu frdern. Konkret bedeutet dies fr junge Menschen, dass sie ihre persnlichen Kompetenzen und ihre Beschftigungsfhigkeit strken knnen, und fr Lehrkrfte und Ausbilder, dass sie ihren Erfahrungsschatz erweitern und ihre Kompetenzen verbessern knnen. In einer internationalen Wirtschaft ist schlielich die Fhigkeit, selbstndig zu lernen und in einer mehrsprachigen Umgebung zu arbeiten, eine Voraussetzung fr die Wettbewerbsfhigkeit der europischen Wirtschaft. Das Programm fr lebenslanges Lernen untersttzt den Austausch und Verbindungen zwischen Personen, Einrichtungen und Lndern. In der Initiative Jugend in Bewegung (Rat der Europischen Union, 2010h) wird unterstrichen, wie wichtig die Mobilitt zu Lernzwecken ist, und vorgeschlagen, deren Vorteile allen jungen Menschen besser zugnglich zu machen. In diesem Sinne sollten neue innovative Konzepte dazu erkundet werden, wie die Mobilitt in der beruflichen Aus- und Weiterbildung, insbesondere die Mobilitt von Auszubildenden, gestrkt werden kann. Die Europische Qualittscharta fr Mobilitt aus dem Jahr 2006 (Europisches Parlament, Rat der Europischen Union, 2006b) dient als Bezugsdokument fr Mobilittsmanahmen zum Lernen oder zu sonstigen Zwecken, wie die berufliche Verbesserung fr Jugendliche und Erwachsene. Das Grnbuch ber die Frderung der Mobilitt junger Menschen zu Lernzwecken (Europische Kommission, 2009b) der Europischen Kommission hingegen, behandelt verschiedene Aspekte von der Vorbereitung bis zur Nachbereitung von Mobilittsphasen. Zudem werden die wichtigsten Hindernisse fr Mobilitt beleuchtet und Anregungen und Beispiele bewhrter Praxis zur Beseitigung dieser Hindernisse erbeten. Zur Frderung sowohl der Mobilitt der Brger Europas als auch ihrer Qualifikationen und Lernleistungen wurden oder werden zurzeit mehrere gemeinsame Instrumente, Grundstze und Rahmen auf europischer Ebene entwickelt. Sie alle dienen dem Zweck, die Zusammenarbeit in Europa zu strken und in allen Bereichen der allgemeinen und beruflichen Bildung Transparenz, Anerkennung und Qualittssicherung zu verbessern. Der Europische Qualifikationsrahmen (EQR, 2011) ist ein gemeinsamer europischer Referenzrahmen, der die Qualifikationen in den einzelnen Lndern miteinander verbindet, um sie ber Lnder- und Systemgrenzen hinweg in Europa besser vergleichbar und verstndlicher zu machen. Er verfolgt dabei zwei Kernziele: Frderung der grenzberschreitenden Mobilitt von Brgern und Untersttzung des lebenslangen Lernens. Der EQR dient auerdem als gemeinsamer europischer Bezugspunkt fr im Bildungswesen ttige internationale Organisationen, die lnderbergreifend eigene Qualifikationen entwickeln mchten. Der Europass (2010) wurde entwickelt, um den Brgern dabei zu helfen, ihr Wissen, ihre Kompetenzen und Qualifikationen in klarer und leicht verstndlicher Form nachzuweisen, und um die europaweite Mobilitt zu frdern. Er setzt sich aus fnf Dokumenten zusammen: Lebenslauf, Sprachenpass, Mobilittsnachweis, Zeugniserluterung und Diplomzusatz. Gem dem Brgge-Kommuniqu soll bis 2012 ein europischer Kompetenzpass entwickelt werden, der Teil des Europass sein und den Brgern helfen wird, ihre durch formales oder nicht formales Lernen erworbenen Kompetenzen zu dokumentieren. Die Transparenz von Qualifikationen und die Anerkennung von Lernergebnissen werden zudem durch Instrumente gefrdert, die Lernenden die Anrechnung von Lernleistungen, die sie whrend Lernperioden im eigenen Land oder im Ausland erbracht haben, erleichtern sollen. Diese Instrumente sind: das Europische Leistungspunktesystem fr die Berufsbildung (ECVET) (Europisches Parlament und Rat der Europischen Union, 2009a) und das Europische System zur bertragung von Studienleistungen (ECTS) in der Hochschulbildung. 2009 verabschiedeten das Europische Parlament und der Rat die Empfehlung zur Einrichtung eines europischen Leistungspunktesystems fr die Berufsbildung (ECVET). Der Europische

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Bezugsrahmen fr die Qualittssicherung in der beruflichen Aus- und Weiterbildung (Europisches Parlament und Rat der Europischen Union, 2009b) wurde 2009 vom Europischen Parlament und vom Rat als Referenzinstrument eingefhrt, um die Behrden der Mitgliedstaaten im Hinblick auf die Frderung und die berwachung der kontinuierlichen Verbesserung ihrer nationalen Berufsbildungssysteme zu untersttzen. Qualitativ hochwertige Beratungsdienste untersttzen die Brger beim lebenslangen Lernen, beim Karrieremanagement und bei der Verwirklichung persnlicher Ziele. Die lebenslange Bildungs- und Berufsberatung leistet einen Beitrag zur Umsetzung der umfassenderen Ziele Vollbeschftigung, hohes Bildungsniveau und Wirtschaftswachstum. 2008 verabschiedete der Rat der Europischen Union eine Entschlieung zu einer besseren Integration lebensumspannender Beratung in die Strategien fr lebenslanges Lernen (Rat der Europischen Union, 2008d), in der die Bedeutung der lebenslangen Bildungs- und Berufsberatung im Rahmen der Ausarbeitung und Durchfhrung politischer Strategien in den Bereichen Bildung, Ausbildung und Beschftigung bekrftigt wurde. Obwohl die Mitgliedstaaten erhebliche Fortschritte bei der Entwicklung von Strategien fr lebenslanges Lernen gemacht haben, gibt es immer noch sehr groe Unterschiede bezglich der Lernbeteiligung von Erwachsenen (Rat der Europischen Union, 2008a). Eine der groen Herausforderungen bis zum Jahr 2020 wird darin bestehen, die Lernbeteiligung gering qualifizierter Erwachsener und insbesondere lterer Arbeitnehmer zu erhhen. Das Europische Parlament hat 2012 zum Jahr fr aktives Altern und die Solidaritt zwischen den Generationen erklrt, das die Schaffung von mehr Beschftigungsmglichkeiten und besseren Arbeitsbedingungen fr die wachsende Zahl lterer Menschen in Europa zum Ziel hat. Die Mitgliedstaaten sollten effiziente Systeme der Erwachsenenbildung aufbauen, die Erwachsenen Schlsselkompetenzen vermitteln und ihnen den Zugang zum Arbeitsmarkt erleichtern. Bei den Studienbesuchen werden Entwicklungen in folgenden Bereichen vorgestellt: (a) Reformen der allgemeinen und beruflichen Bildung, politische Manahmen zur Umsetzung der integrierten Strategien fr lebenslanges Lernen; (b) politische Manahmen zur Frderung der Beteiligung von Erwachsenen am lebenslangen Lernen; (c) Einfhrung flexibler Bildungswege und bergnge zwischen verschiedenen Bereichen der nationalen Systeme; (d) Initiativen und Projekte fr Mobilitt zu Lernzwecken in verschiedenen Lernumgebungen; (e) Initiativen und Projekte zur Frderung des grtmglichen Zugangs zu Mobilittsmanahmen fr Einzelpersonen; (f) Erstellung und Umsetzung von Qualifikationsrahmen, die sich am EQR orientieren. (g) Anerkennung der Kenntnisse, Fertigkeiten und Kompetenzen, die Menschen auerhalb der formalen Bildungssysteme erwerben, wie z. B. bei der Arbeit, bei Freiwilligenttigkeiten oder im Rahmen des Familienlebens. 5.2. Liste der Themen fr Studienbesuche Nationale und sektorale Qualifikationsrahmen, die sich auf den EQR beziehen Instrumente zur Frderung der Transparenz von Qualifikationen und der Mobilitt der Brger Validierung nicht formalen und informellen Lernens Reformen der nationalen Systeme der allgemeinen und beruflichen Bildung Schaffung von Verbindungen zwischen Berufsbildung und Hochschule Einfhrung flexibler Bildungswege Frderung der Beteiligung von Erwachsenen an allgemeiner und beruflicher Bildung Lebenslange Beratung beim Lernen und Arbeiten Mobilitt zu Lernzwecken in der allgemeinen und beruflichen Bildung 5.3. Schlsselwrter ltere Arbeitnehmer Benachteiligte Erwachsenenbildung Europass Europischer Qualifikationsrahmen (EQR) Europisches Leistungspunktesystem fr die Berufsbildung (ECVET) Europisches System zur bertragung von Studienleistungen (ECTS) Geringqualifizierte

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lebenslange Bildungs- und Berufsberatung Lernergebnisse Migranten und Minderheiten Mobilitt von Arbeitnehmern Mobilitt von Lehrkrften und Ausbildern Mobilitt von Lernenden nationale Qualifikationsrahmen Programm fr lebenslanges Lernen Qualifikationsbedarf Sozialpartner Validierung nicht formalen und informellen Lernens Transparenz von Qualifikationen

AUSGEWHLTE QUELLEN ZUR EU-POLITIK ZU DIESEM THEMENfELD Bordeaux-Kommuniqu (2008). The Bordeaux Communiqu on enhanced European cooperation in vocational education and training. [Das Bordeaux-Kommuniqu zu einer verstrkten europischen Zusammenarbeit in der beruflichen Bildung] Brssel: Europische Kommission. Im Internet abrufbar unter: [Link] eu/education/lifelong-learning-policy/doc/bordeaux_en.pdf [cited 21.7.2011] Brgge-Kommuniqu (2010). Das Kommuniqu von Brgge zu einer verstrkten europischen Zusammenarbeit in der beruflichen Bildung fr den Zeitraum 2011-2020. Brssel: Europische Kommission. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011]. Cedefop (2008a). Berufliche Entwicklung in der Praxis: ein berblick ber die Bildungs- und Berufsberatung zur Frderung von Arbeitnehmern. Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Cedefop (2008b). Einrichtung und Aufbau nationaler Politikforen fr lebensbegleitende Beratung: ein Handbuch fr politische Entscheidungstrger und Interessengruppenvertreter. Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Cedefop (2008c). Von der Politik zur Praxis: ein systematischer Wandel der lebensbegleitenden Beratung in Europa. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Cedefop (2009a). Europische Leitlinien fr die Validierung nicht formalen und informellen Lernens. Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Link]/EN/Files/4054_de.pdf [Stand vom 21.7.2011] Cedefop (2009b). Zuknftiges Qualifikationsangebot in Europa: Mittelfristige Prognose bis 2020, wichtigste Ergebnisse. Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2211] Cedefop (2009c). Der Perspektivwechsel hin zu Lernergebnissen. Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Cedefop (2010a). Verbesserung von Kompetenzen durch die Verbesserung von Unterricht und Fhrung Erkenntnisse aus den Studienbesuchen 2008/09. Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011]

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Cedefop (2010b). Learning outcomes approaches in VET curricula: a comparative analysis of nine European countries [Lernergebnisbasierte Anstze in Berufsbildungscurricula: eine vergleichende Analyse zu neun europischen Lndern] Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Cedefop (2010c). Skillsnet: Cedefops network on early identification of skill needs [Skillsnet: das CedefopNetzwerk zur Frherkennung von Qualifikationserfordernissen] [online]. Im Internet abrufbar unter: http:// [Link]/etv/projects_networks/skillsnet [Stand vom 21.7.2011] Cedefop (2011a) Learning while working: success stories on workplace learning in Europe. [Beim Arbeiten lernen: Erfolgsgeschichten im Bereich des Lernens am Arbeitsplatz in Europa] Luxemburg: Amt fr Verffentlichungen der Europischen Union. Im Internet abrufbar unter: [Link] Files/3060_en.pdf [Stand vom 21.7.2011]. Cedefop (2011b). Qualifikationen auf dem europischen Arbeitsmarkt - was bringt die Zukunft? (Kurzbericht, Februar 2011) Thessaloniki: Cedefop. Im Internet abrufbar unter: [Link] Files/9059_de.pdf [Stand vom 21.7.2011] Europische Kommission (2009a). Mitteilung der Kommission an das Europische Parlament, den Rat, den Europischen Wirtschafts- und Sozialausschuss und den Ausschuss der Regionen: ein gemeinsames Engagement fr Beschftigung. (KOM(2009) 257, 3.6.2009). Im Internet abrufbar unter: [Link] eu/social/[Link]?langId=de&catId=89&newsId=514&furtherNews=yes [Stand vom 21.7.2011] Europische Kommission (2009b). Grnbuch: Die Mobilitt junger Menschen zu Lernzwecken frdern (KOM(2009) 329, 8.7.2009). Im Internet abrufbar unter: [Link] do?uri=COM:2009:0329:FIN:DE:PDF [Stand vom 21.7.2011] Europische Kommission (2010a). Ein neuer Impuls fr die europische Zusammenarbeit in der beruflichen Aus- und Weiterbildung zur Untersttzung der Strategie Europa 2020 (KOM(2010) 296, 9.6.2010 endg.). Im Internet abrufbar unter: [Link] E:PDF [Stand vom 21.7.2011] Europische Kommission (2010b). Europische Zusammenarbeit: Wichtigste politische Initiativen [online]. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Europische Kommission (2010c). European Network for Quality Assurance in Vocational Education and Training EQAVET [online]. [Europisches Netzwerk fr die Qualittssicherung in der Berufsbildung]. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Europische Kommission (2010e). Europisches Jahr der Freiwilligenttigkeit 2011 [online]. Im Internet abrufbar unter: [Link] [Link][Stand vom 21.7.2011] Europische Kommission (2010f). Untersttzung der Mobilitt der Brger und des lebenslangen Lernens (EQR, Europass, ECTS, ECVET, lebensbegleitende Beratung) [online]. Im Internet abrufbar unter: http:// [Link]/education/lifelong-learning-policy/doc40_de.htm [Stand vom 21.7.2011] Europische Kommission (2010g). Progress towards the Lisbon objectives in education and training: indicators and benchmarks (2009) [Fortschritte im Hinblick auf die Lissabon-Ziele in der allgemeinen und beruflichen Bildung: Indikatoren und Benchmarks (2009)]. Im Internet abrufbar unter: [Link] education/lifelong-learning-policy/doc/report09/report_en.pdf [Stand vom 21.7.2011] Europische Kommission (2010h). Kleine und mittlere Unternehmen (KMU). Verbesserung der Rahmenbedingungen fr Unternehmen: Grndung, Fhrung und Expansion eines Unternehmens [online]. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011]

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Europische Kommission (2010i). Europaweite Zusammenarbeit im Bereich der allgemeinen und beruflichen Bildung. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Europische Kommission (2010j). Die Grundlagen fr lebenslanges Lernen schaffen [online]. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Europische Kommission (2010k). Das Programm fr lebenslanges Lernen 2007-2013 [online]. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Europische Kommission (2011l). Entwicklung kohrenter und systemweiter Einfhrungsprogramme fr Junglehrer: ein Handbuch fr politische Entscheidungstrger. (SEK (2010) 538 endg.) Im Internet abrufbar unter: [Link]/education/school-education/doc/handbook0410_de.pdf [Stand vom 21.7.2011] Europisches Parlament und Rat der Europischen Union (2006a). Empfehlung des Europischen Parlaments und des Rates vom [Link] 2006 zu Schlsselkompetenzen fr lebensbegleitendes Lernen. Amtsblatt der Europischen Union, L 394, 30.12.2006, S. 10-18. Im Internet abrufbar unter: [Link] LexUriServ/[Link]?uri=OJ:L:2006:394:0010:0018:de:PDF [Stand vom 21.7.2011] Europisches Parlament und Rat der Europischen Union (2006b). Empfehlung des Europischen Parlaments und des Rates vom 18. Dezember 2006 zur transnationalen Mobilitt innerhalb der Gemeinschaft zu Zwecken der allgemeinen und beruflichen Bildung: Europische Qualittscharta fr Mobilitt. Amtsblatt der Europischen Union, L 394, 30.12.2006, S. 5-9. Im Internet abrufbar unter: [Link] LexUriServ/[Link]?uri=OJ:L:2006:394:0005:0009:DE:PDF [Stand vom 21.7.2011] Europisches Parlament und Rat der Europischen Union (2008a). Empfehlung des Europischen Parlaments und des Rates vom 23. April 2008 zur Einrichtung des Europischen Qualifikationsrahmens fr lebenslanges Lernen. Amtsblatt der Europischen Union, C 111, 6.5.2008, S. 1-7. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Europisches Parlament und Rat der Europischen Union (2009a). Empfehlung des Europischen Parlaments und des Rates zur Einrichtung eines Europischen Leistungspunktesystems fr die Berufsbildung (ECVET). Amtsblatt der Europischen Union, C 155, 8.7.2009, S. 11-18. Im Internet abrufbar unter: [Link] [Link]/LexUriServ/[Link]?uri=OJ:C:2009:155:0011:0018:DE:PDF [Stand vom 21.7.2011] Europisches Parlament und Rat der Europischen Union (2009b). Empfehlung des Europischen Parlaments und des Rates zur Einrichtung des Europischen Bezugsrahmens fr die Qualittssicherung in der beruflichen Aus- und Weiterbildung. Amtsblatt der Europischen Union, C 155, 8.7.2009, S. 1-10. Im Internet abrufbar unter: [Link] LexUriServ/[Link]?uri=OJ:C:2009:155:0001:0010:DE:PDF [Stand vom 21.7.2011] Europass (2010), Europass-Website. Thessaloniki: Cedefop. Im Internet abrufbar unter: [Link] [Link] [Stand vom 21.7.2011] European Qualifications Framework [Europischer Qualifikationsrahmen] (2011). EQR-Website. Brssel: Europische Kommission. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011] Exekutivagentur fr Bildung, Audiovisuelles und Kultur - Eurydice (2009). Die schulische Integration der Migrantenkinder in Europa: Manahmen zur Frderung. Im Internet abrufbar unter: [Link] eu/education/eurydice/documents/thematic_reports/[Link] [Stand vom 21.7.2011] OECD (2010). Internationale Schulleistungsstudie der OECD (PISA). Im Internet abrufbar unter: http:// [Link]/document/20/0,3343,de_34968570_39907066_39648148_1_1_1_1,[Link] [Stand vom 21.7.2011]

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Rat der Europischen Union (2008a). Schlussfolgerungen des Rates vom [Link] 2008 zur Erwachsenenbildung. Amtsblatt der Europischen Union, C 140, 6.6.2008, S. 10-13. Im Internet abrufbar unter: [Link] [Link]/LexUriServ/[Link]?uri=OJ:C:2008:140:0010:0013:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2008c). Schlussfolgerungen des Rates und der im Rat vereinigten Vertreter der Regierungen der Mitgliedstaaten vom [Link] 2008 zur Mobilitt junger Menschen. Amtsblatt der Europischen Union, C 320, 16.12.2008, S. 6-9. Im Internet abrufbar unter: [Link] LexUriServ/[Link]?uri=OJ:C:2008:320:0006:0009:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2008d). Entschlieung des Rates zu einer besseren Integration lebensumspannender Beratung in die Strategien fr lebenslanges Lernen. Amtsblatt der Europischen Union, C 319, 13.12.2008, S. 4-7. Im Internet abrufbar unter: [Link] [Link]?uri=OJ:C:2008:319:0004:0007:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2009a). Schlussfolgerungen des Rates und der im Rat vereinigten Vertreter der Regierungen der Mitgliedstaaten vom [Link] 2009 ber den Ausbau der Partnerschaften zwischen Einrichtungen der allgemeinen und beruflichen Bildung und den Sozialpartnern, insbesondere den Arbeitgebern, im Rahmen des lebenslangen Lernens. Im Internet abrufbar unter: [Link] [Link]/pdf/de/09/st09/[Link] [Stand vom 21.7.2011] Rat der Europischen Union (2009b) Schlussfolgerungen des Rates zu einem strategischen Rahmen fr die europische Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung (ET 2020). Amtsblatt der Europischen Union, C 119, 12.5.2009, S. 2-10. Im Internet abrufbar unter: [Link] [Link]/LexUriServ/[Link]?uri=OJ:C:2009:119:0002:0010:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2009c) Schlussfolgerungen des Rates vom [Link] 2009 zur beruflichen Entwicklung von Lehrkrften und Schulleitern/-leiterinnen. Amtsblatt der Europischen Union, C 302, 2.12.2009, S. 6-9. Im Internet abrufbar unter: [Link] :2009:302:0006:0009:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2009d). Eight key points for the recovery of Europe from the perspective of ministers responsible for education. [Acht Kernpunkte fr den Aufschwung in Europa aus Sicht der fr Bildung zustndigen Minister] Informelle Tagung der Bildungsminister, Mrz 2009. Im Internet abrufbar unter: [Link] id=24148&down=yes [Stand vom 21.7.2011] Rat der Europischen Union (2010a). Gemeinsamer Fortschrittsbericht 2010 des Rates und der Kommission ber die Umsetzung des Arbeitsprogramms Allgemeine und berufliche Bildung 2010. Amtsblatt der Europischen Union, C 117, 6.05.2010, S. 1-7. Im Internet abrufbar unter: [Link] LexUriServ/[Link]?uri=OJ:C:2010:117:0001:0007:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2010b). Entwurf von Schlussfolgerungen des Rates vom 11. Mai 2010 zu den Fhigkeiten fr das lebenslange Lernen und der Initiative Neue Kompetenzen fr neue Beschftigung. Amtsblatt der Europischen Union, C 135, 26.5.2010, S.8-11. Im Internet abrufbar unter: [Link] [Link]/LexUriServ/[Link]?uri=OJ:C:2010:135:0008:0011:DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2010c). Schlussfolgerungen des Rates vom 11. Mai 2010 zur sozialen Dimension der allgemeinen und beruflichen Bildung. Amtsblatt der Europischen Union, C 135, 26.05.2010, S. 2-7. Im Internet abrufbar unter: [Link] :DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2010d). Schlussfolgerungen des Rates vom 7. Juni 2010: Neue Qualifikationen fr neue Arbeitspltze: Weitere Schritte [online]. Im Internet abrufbar unter: [Link] [Link]/pdf/de/10/st10/[Link] [Stand vom 21.7.2011] Rat der Europischen Union (2010e). Schlussfolgerungen des Rates vom 17. Juni 2010: eine neue europische Strategie fr Wachstum und Beschftigung [online]. Im Internet abrufbar unter: [Link] [Link]/pdf/de/10/st00/[Link] [Stand vom 21.7.2011]

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Rat der Europischen Union (2010f). Schlussfolgerungen des Rates und der im Rat vereinigten Vertreter der Regierungen der Mitgliedstaaten zu den Prioritten einer verstrkten europischen Zusammenarbeit in der beruflichen Bildung im Zeitraum 2011-2020. Im Internet abrufbar unter: [Link] lifelong-learning-policy/doc/vocational/council10_de.pdf [Stand vom 21.7.2011] Rat der Europischen Union (2010g). Schlussfolgerungen des Rates vom 19. November 2010 zum Thema Bildung fr nachhaltige Entwicklung Amtsblatt der Europischen Union , C 327, 04.12.2010, S.11-14. Im Internet abrufbar unter: [Link] DE:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2010h). Schlussfolgerungen des Rates vom 19. November 2010 zur Initiative Jugend in Bewegung Ein integriertes Konzept fr die Bewltigung der Herausforderungen, mit denen sich junge Menschen konfrontiert sehen. Amtsblatt der Europischen Union, C 326, 03.12.2010, S. 9-11. Im Internet abrufbar unter: [Link] E:PDF [Stand vom 21.7.2011] Rat der Europischen Union (2011a) Empfehlung des Rates fr politische Strategien zur Senkung der Schulabbrecherquote. Im Internet abrufbar unter: [Link]/pdf/de/11/st10/st10544.de11. pdf [Stand vom 21.7.2011]. Rat der Europischen Union (2011b). Schlussfolgerungen des Rates zur Rolle der allgemeinen und beruflichen Bildung bei der Durchfhrung der Strategie Europa 2020. Amtsblatt der Europischen Union , C 70, 04.03.2011, S.1-3. Im Internet abrufbar unter: [Link] :2011:070:0001:0003:DE:PDF [Stand vom 21.7.2011] Schwedischer Ratsvorsitz der Europischen Union (2009). Professional teachers - The key to successful schools: memorandum. [Professionelle Lehrkrfte der Schlssel zu erfolgreichen Schulen: Memorandum] 27.8.2009. U.S. Department of Education (2010). The Progress in International Reading Literacy Study (PIRLS) [online]. [Internationale PIRLS-Studie ber Lesekompetenz]. Im Internet abrufbar unter: [Link] PIRLS [Stand vom 21.7.2011] U.S. Department of Education (2010). The Trends in International Mathematics and Science Study (TIMSS) [online]. [Internationale Mathematik- und Naturwissenschaftsstudie (TIMSS)]. Im Internet abrufbar unter: [Link] [Stand vom 21.7.2011]

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PRogRama De VIsItas De estUDIo PaRa esPeCIaLIstas y ResPoNsaBLes De toma De DeCIsIoNes eN eDUCaCIN y foRmaCIN PRofesIoNaL 2012/2013

Categoras temticas
1. fAVORECER LA COOPERACIN ENTRE LOS MUNDOS DE LA EDUCACIN, LA fORMACIN PROfESIONAL Y EL TRABAjO 1.1. Descripcin La Estrategia Europa 2020 pone un nfasis decidido en la educacin y la formacin para promover un crecimiento inclusivo, sostenible e inteligente (Consejo Europeo, 2010c). En el marco estratgico para la cooperacin europea en el mbito de la educacin y la formacin posterior a 2010, el Consejo Europeo subraya que es importante desarrollar asociaciones entre los centros de educacin y formacin y las empresas, los institutos de investigacin, los agentes culturales y las industrias creativas para promover la innovacin e incrementar la empleabilidad y el potencial emprendedor de todos los alumnos (Consejo Europeo, 2009a). Debern fomentarse unas comunidades de aprendizaje ms amplias, con participacin de representantes de la sociedad civil y otras partes interesadas, a fin de crear un clima que conduzca a la creatividad y a una mejor conciliacin de las necesidades profesionales y sociales, as como al bienestar individual (Consejo Europeo, 2009b). La crisis econmica a la que se enfrenta Europa requiere medidas inmediatas y eficaces que fomenten el desarrollo econmico y social a largo plazo, refuercen la competitividad, mejoren la empleabilidad y fortalezcan la cohesin social. En su comunicacin A shared commitment for employment (Un compromiso comn para el empleo) (Comisin Europea, 2009a), la Comisin Europea present tres prioridades esenciales que deberan poder ayudar a los Estados miembros a disear y aplicar polticas de empleo adecuadas y eficaces: mantenimiento del empleo, creacin de puestos de trabajo y fomento de la movilidad; mejora de los conocimientos y satisfaccin de las necesidades del mercado laboral; y mejora del acceso al empleo. En la educacin y formacin inicial se adquieren capacidades bsicas que habrn de desarrollarse ms adelante. Los conocimientos, habilidades y competencias que los individuos desarrollan a lo largo de la educacin y la formacin iniciales son fundamentales para acceder con xito a un empleo, as como para adaptarse ms adelante a nuevos requisitos profesionales que puedan plantearse, mtodos de trabajo y empleos. Las conclusiones del Consejo sobre nuevas competencias para nuevos empleos (Consejo Europeo, 2010d) recogen cmo formar mejor a los ciudadanos para los empleos que an no existen y que se crearn en el futuro. El estudio de la previsin de competencias, llevado a cabo por el Cedefop en el 2011 para sectores y profesiones apunta que habr un aumento de la demanda de competencias (medida como niveles de estudio formales), sin embargo, muchos jvenes europeos dejarn los estudios sin finalizar el ciclo superior de enseanza secundaria. De los empleos que oferte el mercado de trabajo en el 2020, 32 millones requerirn niveles de estudio superiores, 36,5 millones estudios de nivel medio y 6,7 millones cualificacin bsica (Cedefop, 2011b). Dado que las competencias exigidas en muchos puestos de trabajo cambiarn, los trabajadores tendrn que actualizarlas regularmente e incluso adaptarse a un cambio de empleo. Es preciso que la educacin y la formacin que se proporcionan tengan mayor relevancia para el mundo laboral. Para ello, es necesario promover un dilogo entre instituciones de todos los niveles de la educacin y la formacin tales como las escuelas, la formacin profesional, la educacin de personas adultas y la educacin superior y los actores principales del mercado laboral, las empresas y los empresarios (Consejo Europeo, 2009d). Como se subraya en el Comunicado de Brujas sobre una cooperacin europea reforzada en materia de formacin profesionales (FP), la colaboracin entre proveedores de educacin y formacin, los interlocutores sociales, las empresas, los servicios de empleo y otras partes interesadas puede crear las condiciones necesarias para que los jvenes adquieran los conocimientos y competencias que precisan para integrarse rpidamente en el mercado de trabajo y adaptarse a las nuevas exigencias laborales (Comunicado de Brujas, 2010). Este tipo de cooperacin puede seguir distintas modalidades (Consejo Europeo, 2009a), tales como: el desarrollo de programas de formacin en funcin de los resultados del aprendizaje que reflejen las necesidades del mercado laboral;

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la elaboracin del curriculum, de modo que se estimule la adquisicin de competencias clave, impartiendo contenidos tericos junto a componentes prcticos relacionados con el mundo empresarial; prcticas en empresas tanto para profesores como para estudiantes con el fin de que se familiaricen con la realidad del mundo laboral; la participacin de profesionales y empresarios en los procesos de aprendizaje. Los interlocutores sociales europeos han desarrollado su propio marco de actuacin para promover la adquisicin y actualizacin de competencias y cualificaciones a lo largo de la vida, pero tambin colaboran en las iniciativas emprendidas por la Comisin Europea y los distintos pases con objeto de mejorar la FP y de que sta resulte ms atractiva en Europa. Los interlocutores sociales necesitan respaldo para cumplir su papel en la organizacin, prestacin y financiacin de formacin, pero deberan tambin promover el aprendizaje en el lugar de trabajo, mejorando las perspectivas de empleabilidad de los trabajadores y sus posibilidades de acceso al aprendizaje permanente (Comisin Europea, 2010a). Para que el aprendizaje permanente sea una realidad para todo el mundo, con independencia de la edad y del nivel de cualificacin, el puesto de trabajo habitual ha de convertirse en el principal lugar de aprendizaje. Las visitas de estudio considerarn enfoques y ejemplos de buenas prcticas relacionados con: (a) contribucin de la educacin y formacin a la mejora de los conocimientos, capacidades y competencias para el mercado de trabajo; (b) anlisis de nuevas necesidades y carencias de capacidades en los mercados laborales de los Estados miembros de la UE y formulacin de polticas para atender dichas necesidades; (c) diseo y ejecucin de iniciativas como la transicin de la educacin y formacin al mundo laboral, la orientacin profesional y el aprendizaje en el espacio laboral. (d) incentivos e iniciativas de mbito nacional y regional que fomentan la colaboracin de los centros de enseanza y formacin con interlocutores externos, incluidos padres, municipios, empresas, agentes sociales, ONG, etc.; (e) ejemplos nacionales, regionales y locales de gestin participativa y evaluacin de los centros de educacin y formacin. 1.2. Lista de temas para las visitas de estudio Transicin entre la educacin y la formacin y el mundo laboral Aprendizaje en el lugar de trabajo Integracin de grupos desfavorecidos en el mercado de trabajo Aumento del atractivo de la FP Contribucin de los interlocutores sociales al aprendizaje permanente Cooperacin entre instituciones de educacin y formacin profesional y las empresas y la comunidad local Nuevas capacidades para nuevos empleos Fomentar el espritu emprendedor y la empleabilidad 1.3. Palabras clave Aprendizaje de adultos, aprendizaje profesional, competencias clave, desarrollo sostenible, direccin y gestin, entorno escolar, espritu emprendedor, financiacin, inclusin social, integracin en el mercado laboral, interlocutores sociales, necesidades de cualificaciones, orientacin permanente, trabajadores mayores, validacin del aprendizaje formal, no formal e informal.

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2. APOYAR LA fORMACIN INICIAL Y CONTINUA DEL PROfESORADO, EL PERSONAL fORMADOR Y LOS GESTORES DE LAS INSTITUCIONES DE EDUCACIN Y fORMACIN PROfESIONAL 2.1. Descripcin El marco estratgico europeo para la cooperacin en el mbito de la educacin y la formacin (Consejo de la Unin Europea, 2009b) despus de 2010 recalca la necesidad de contar con una enseanza de alta calidad mediante la formacin inicial del profesorado adecuada as como un desarrollo profesional continuo de profesores y formadores y hacer de la docencia una opcin atractiva de carrera. Ante los cambios en los mercados y entornos laborales, hace falta una oferta y una inversin en formacin flexibles para la formacin inicial y continua de los profesores y formadores (Comunicado de Brujas, 2010). Hay que prestar ms atencin a los programas de iniciacin y prcticas para resolver los problemas de escasez de competencias docentes y la gran cantidad de jvenes profesores que abandonan la profesin. Un programa de iniciacin coherente debe ofrecer apoyo profesional, social y personal a los profesores principiantes (Comisin Europea 2010 l, pp. 16-18). La percepcin de la funcin del profesor y del formador ha cambiado en los ltimos aos, con mayores expectativas tanto de los profesores como de las escuelas en general. Profesores y formadores han de asumir mayores responsabilidades, en particular, en relacin con su propio aprendizaje permanente actualizando y desarrollando sus propios conocimientos y aptitudes (Consejo Europeo, 2009c) y adaptando sus habilidades y prcticas de trabajo a un contexto cambiante. Hay convergencia en los papeles de profesores y formadores: un formador de una estructura de aprendizaje en el trabajo necesitar ms competencias pedaggicas y tendr que desempear un papel de apoyo y de tutora; mientras que un profesor de una escuela necesitar, como un formador, una buena comprensin de las prcticas de trabajo (Comisin Europea, 2010a). Los profesores se enfrentan a grupos ms heterogneos de estudiantes y han de mejorar la integracin de los alumnos con problemas en la educacin y la formacin ordinaria. Profesores y formadores tienen que conocer en profundidad, desarrollar y aplicar nuevos planteamientos de enseanza y formacin, y una actitud reflexiva. Ello implica tambin la adopcin de enfoques ms individualizados en la docencia y el aprendizaje, una buena capacidad de comunicacin, mtodos de trabajo en equipo, una gestin escolar democrtica y mecanismos que favorezcan la evaluacin del alumno y de la escuela. Los profesores deben implicarse ms activamente en los procesos de mejora de la escuela. A causa de las nuevas demandas, los responsables polticos y los directores de centros docentes tienen mayores expectativas que antes, y ha cambiado el papel de los directores de escuelas en toda Europa. En la actualidad, los directores de centros docentes se encuentran en primera lnea y son el pilar de la mejora de las escuelas. Existe la necesidad de disponer de unas competencias de direccin ms eficaces (incluida la gestin financiera, competencias en las TIC, motivacin del personal, garanta de la calidad, comunicacin, etc.) que respondan al cambio y a nuevas funciones. Durante la reunin informal de los Ministros de Educacin celebrada en Gotemburgo en septiembre de 2009, se resalt que junto con los alumnos y los profesores, los directores de centros docentes deberan disfrutar de la posibilidad de compartir buenas prcticas y de desarrollarse profesionalmente ms all de las fronteras (Presidencia sueca de la Unin Europea, 2009). La mejora de la calidad y la eficiencia en la educacin y la formacin continan siendo un objetivo estratgico para la cooperacin europea en el mbito de la educacin y la formacin despus de 2010. Las Conclusiones del Consejo (Consejo Europeo, 2009b) subrayaron la importancia de mejorar la gobernanza y la direccin de los centros de educacin y formacin e impulsar unos sistemas eficaces de aseguramiento de la calidad. La mejora de la calidad exige desarrollar las capacidades de profesores, directores de los centros escolares, formadores y responsables de formacin, adoptar medidas que estrechen las relaciones con los padres, modernizar los programas de estudios y ampliar las actividades extracurriculares, mejorar las infraestructuras y crear un entorno respetuoso. Los mecanismos de garanta de la calidad son importantes en todos los niveles de educacin, e incluyen la evaluacin de las competencias de los alumnos, la autoevaluacin de los centros, las evaluaciones externas e internas, la transparencia y la validacin de resultados. Es cada vez ms frecuente la participacin, por ejemplo, de los agentes sociales y otros actores del mercado laboral (a travs de comunidades de aprendizaje) en la evaluacin y la validacin de los resultados de los centros educativos. En la formacin profesional, el Comunicado de Brujas destaca la necesidad de dar mayor prioridad a la garanta de la calidad en la cooperacin europea en materia de formacin profesional para el periodo 2011-2020 (Comunicado de Brujas, 2010). La garanta de calidad es necesaria para generar una confianza comn que facilite la movilidad y el reconocimiento de las competencias entre sistemas de FP. Los Estados

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miembros deben establecer marcos de garanta de calidad para los proveedores de FP en el horizonte de 2015, que tambin han de aplicarse al aprendizaje en el lugar de trabajo de conformidad con la recomendacin EQAVET (Parlamento Europeo y Consejo de la Unin Europea, 2009b). En las visitas de estudio se valorarn las iniciativas y medidas que pretenden aumentar el atractivo de la enseanza y la formacin, mejorar el liderazgo pedaggico y elevar el nivel de calidad, haciendo hincapi en: (a) los programas diseados para la contratacin y retencin de personal altamente cualificado en todas las profesiones relacionadas con la educacin y la formacin; (b) la mejora de la calidad y las competencias de los responsables de la educacin y formacin; (c) el desarrollo profesional continuo de profesores y formadores; (d) las iniciativas que sostienen la movilidad de profesores y formadores; (e) formulacin y puesta en prctica de medidas que refuercen la calidad en la educacin y formacin. 2.2. Lista de temas para las visitas de estudio Mecanismos de garanta de la calidad en escuelas y centros de formacin Formacin inicial, contratacin y evaluacin de profesores y formadores Desarrollo profesional continuo de profesores y formadores y oportunidades profesionales Liderazgo y gestin en escuelas y centros de formacin 2.3. Palabras clave Autonoma (escuela o centro), competencias de profesores y formadores, cualificacin de profesores y formadores, direccin y gestin, evaluacin (escuela o centro), garanta de calidad, movilidad de profesores y formadores, situacin de profesores y formadores. 3. PROMOVER LA ADQUISICIN DE COMPETENCIAS CLAVE EN EL SISTEMA EDUCATIVO Y DE fORMACIN PROfESIONAL 3.1. Descripcin La Recomendacin del Parlamento Europeo y del Consejo sobre las competencias clave para el aprendizaje permanente (Parlamento Europeo y Consejo de la Unin Europea, 2006a) establece un marco que combina los conocimientos, las capacidades y las actitudes que todos necesitamos para la realizacin personal, la ciudadana activa, la inclusin social y el empleo. Se trata de una herramienta de referencia para respaldar a los responsables de la formulacin de polticas, las instituciones de educacin y formacin, los agentes sociales y los propios alumnos. Las competencias fundamentales constituyen una prioridad para todos los grupos de edad. Los jvenes deben haber adquirido estas competencias al final de su educacin y formacin inicial para enfrentarse a la vida adulta, como punto de partida para el aprendizaje permanente y la vida laboral. Los adultos han de desarrollar y actualizar estas competencias fundamentales a lo largo de la vida con el fin de adaptarse con flexibilidad a un mundo sujeto a rpidos cambios. Las competencias fundamentales son las siguientes: comunicacin en la lengua materna, comunicacin en lenguas extranjeras, competencias en matemticas, ciencia y tecnologa, competencia digital, la capacidad de aprender a aprender, competencias sociales y cvicas, espritu emprendedor, y la expresin cultural. El marco estratgico europeo para la cooperacin en el mbito de la educacin y la formacin (ET 2020) (Consejo Europeo, 2009b) reforz la necesidad de que todas las personas adquieran competencias clave, establecindola como uno de los objetivos estratgicos para incrementar la creatividad y la innovacin, incluido el espritu empresarial a todos los niveles de la educacin y la formacin. La educacin para el espritu emprendedor, concepto que enmarca el sentido de la iniciativa, la capacidad de llevar ideas a la prctica, la creatividad y la confianza en s mismo, debe fomentarse y ponerse al alcance de todos los alumnos de FP, a travs de todos los planes y ramas de estudios, permitiendo las experiencias prcticas en empresas e involucrando expertos de las mismas (Consejo Europeo, 2010f). Su objetivo debe ser sensibilizar

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ante la actividad autnoma como opcin de carrera y formar a los jvenes para que creen sus propias empresas. La capacidad emprendedora debe convertirse en una parte normal del marco de competencias de los profesores y formadores (Comisin Europea, 2010a). Segn la investigacin ms reciente, la UE se dirige hacia una enseanza y un aprendizaje basados en las competencias y en los resultados del aprendizaje (Consejo Europeo, 2010e), lo que constituye un enfoque innovador de la enseanza y el aprendizaje. Los pases europeos han logrado avances notables en el desarrollo de planes de estudios escolares que favorecen enfoques transversales y aplicaciones prcticas que permiten desarrollar las competencias clave de los alumnos, necesarias para una realizacin personal plena, la ciudadana activa y el empleo. Aunque la mejora de la alfabetizacin y las competencias bsicas siga requiriendo esfuerzos, las competencias transversales (la competencia digital, las habilidades sociales, la capacidad de cooperacin y de aprendizaje) reciben cada vez ms atencin. Son esenciales para facilitar que la persona empleada se adapte a diversos entornos laborales y se convierta en ciudadana activa. Tambin los empresarios esperan cada vez ms que sus empleados posean estas competencias (Consejo Europeo, 2010b). En el 2011, el Ao Europeo para las Actividades de Voluntariado que promueven la Ciudadana Activa ha respaldado todo esfuerzo por parte de la Comunidad, los Estados Miembros, las autoridades locales y regionales por suscitar una sociedad civil que incite al voluntariado en la UE. En el 2010, el Consejo abord por primera vez la cuestin de la educacin para el desarrollo sostenible (EDS) que integra aspectos econmicos, sociales y medioambientales. En sus conclusiones, insta a los Estados miembros a integrar el desarrollo sostenible en todos los mbitos de la educacin y la formacin y a respaldar el EDS en sus estrategias nacionales de aprendizaje permanente (Consejo Europeo, 2010g). En las visitas de estudio que abordan este tema, se explorarn las medidas adoptadas por los pases participantes con el fin de fomentar la adquisicin de estas competencias fundamentales en jvenes y adultos y fomentar los enfoques innovadores en el mbito de la educacin y la formacin, tales como: (a) polticas nacionales, regionales y locales que tienden a incrementar el nivel de competencias fundamentales y apoyar la creatividad y la innovacin; (b) reformas nacionales de los programas de estudios o reformas regionales y locales de los programas de estudios de los centros escolares; (c) iniciativas y proyectos especficos para promover la creacin de competencias fundamentales, la creatividad y la innovacin; (d) nuevos enfoques en la organizacin del aprendizaje y la enseanza; (e) innovaciones en mtodos, entornos de aprendizaje, materiales didcticos o tcnicas de evaluacin. 3.2. Lista de temas para las visitas de estudio Incremento de los niveles de competencia lectora y matemtica Enseanza y aprendizaje de idiomas Uso de TIC en el aprendizaje Educacin para un espritu emprendedor Educacin para la ciudadana activa y el desarrollo sostenible Desarrollo de la creatividad en el aprendizaje y la enseanza Aprendizaje de matemticas y ciencias 3.3. Palabras clave Actividades extracurriculares, aprender a aprender, aprendizaje de adultos, aprendizaje integrado de contenidos e idiomas (AICI), aprendizaje personalizado, competencia digital, competencias en ciencia y tecnologa, competencias en matemticas, competencias sociales y cvicas, comunicacin en la lengua materna, comunicacin en lenguas extranjeras, desarrollo sostenible,

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educacin en materia de salud, educacin intercultural, enfoques innovadores, evaluacin de alumnos, inclusin social, jvenes, necesidades de cualificaciones, participacin de los padres, programas de estudios, sensibilidad y expresin cultural, voluntariado.

4. POTENCIAR LA INCLUSIN SOCIAL Y LA IGUALDAD DE GNERO EN LA EDUCACIN Y LA fORMACIN PROfESIONAL, INCLUYENDO LA INTEGRACIN DE LA POBLACIN INMIGRANTE 4.1. Descripcin El marco estratgico europeo para la cooperacin en el mbito de la educacin y la formacin (Consejo Europeo, 2009b) define entre las prioridades estratgicas que los Estados Miembros han de alcanzar hasta 2020 la promocin de la equidad, la cohesin social y la ciudadana activa. Los sistemas de educacin y formacin deberan tener el objetivo de garantizar que todos los educandos, incluidos los procedentes de medios desfavorecidos, aquellos con necesidades especiales y los migrantes, completen su educacin, recurriendo cuando proceda a la educacin compensatoria y facilitando un aprendizaje ms personalizado. De este modo, los sistemas de educacin y formacin contribuyen a reducir las desigualdades sociales y permiten a los ciudadanos desarrollar plenamente sus posibilidades (Consejo Europeo, 2011b). Una de las metas principales de la Estrategia Europa 2020 es reducir el porcentaje de abandono escolar del 14,4 % actual al 10 %, tanto en la educacin general como en la FP. La Comisin aprob en 2011 un plan de accin que ayudar a los Estados miembros a cumplir este importante objetivo a finales de la dcada. (Consejo Europeo, 2011a). La FP en particular puede contribuir a reducir el porcentaje de abandono escolar gracias a una combinacin de medidas tanto preventivas como correctoras, como por ejemplo, con una FP adecuada al mercado laboral, ms aprendizaje y prcticas en un entorno laboral, unos itinerarios de aprendizaje flexibles, una orientacin y un asesoramiento eficaces, y unos contenidos y mtodos de enseanza que tengan en cuenta los modos de vida e intereses de los jvenes, mantenindose al mismo tiempo unos niveles de calidad elevados (Comunicado de Brujas, 2010). El acceso a la educacin preescolar es esencial para empezar la vida con buen pie, ya que promueve la sociabilidad del nio y sienta las bases para el aprendizaje posterior. Es especialmente importante para los nios procedentes de familias con un bajo nivel de ingresos, as como para los pertenecientes a minoras tnicas e inmigrantes. Los Estados miembros han introducido formas alternativas (ms flexibles) de educacin y formacin, programas que ofrecen una segunda oportunidad, mecanismos para informar a los padres del ausentismo escolar, iniciativas que reducen los costes mediante la entrega de materiales escolares y un servicio de transporte gratuito. Es importante establecer una estrecha cooperacin entre, por un lado, la educacin general y la formacin profesional y, por otro, las escuelas de segunda oportunidad que se dirigen a los adultos. Para los nios con necesidades especiales, el acceso ha de entenderse como la posibilidad de recibir educacin general o especial, dependiendo de lo que mejor responda a sus necesidades de aprendizaje. En la enseanza superior, es fundamental la gratuidad, puesto que las tasas de matrcula pueden restringir el acceso a la misma. Los Estados miembros deben desarrollar distintos itinerarios en la FP para facilitar el aprendizaje complementario y la empleabilidad de los ciudadanos. Asimismo, han de mejorar los programas pblicos de formacin que se dirigen a los desempleados y a las personas desfavorecidas. La calidad y relevancia de este tipo de programas pueden mejorarse fomentando las cooperaciones regionales y locales entre todas las instituciones interesadas y promoviendo la participacin del sector privado. Todos los alumnos deben recibir las mismas oportunidades de xito; independientemente de circunstancias externas, como la situacin econmica familiar, la educacin y la situacin laboral de los padres, el lugar de residencia, la pertenencia tnica y racial, el gnero y la discapacidad. En la enseanza obligatoria, se tiende a

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ofrecer una segunda oportunidad a los alumnos que abandonan los estudios prematuramente. La formacin profesional inicial contribuye a dotarles de capacidades, conocimientos y cualificaciones fundamentales para su integracin en la sociedad. En la mayora de los Estados miembros siguen necesitndose iniciativas encaminadas a reducir el abandono escolar y la desigualdad motivada por desventajas socioeconmicas. El apoyo individualizado a los alumnos de riesgo puede incluir la oferta de enseanza personalizada, sistemas de asesoramiento, orientacin y tutora, asistencia social y actividades extracurriculares en apoyo del aprendizaje (Consejo Europeo, 2010a). Las visitas de estudio considerarn iniciativas y medidas relacionadas con los siguientes aspectos: (a) formulacin y adopcin de iniciativas para mejorar el acceso de grupos desfavorecidos a la educacin y formacin; (b) diseo y ejecucin de actividades para conseguir la equidad. 4.2. Lista de temas para las visitas de estudio Oportunidades de aprendizaje precoz Mtodos de aprendizaje personalizados Medidas para prevenir el abandono prematuro de los estudios Igualdad de oportunidades para los grupos desfavorecidos 4.3. Palabras clave Abandono escolar, aprendizaje de adultos, aprendizaje preescolar, igualdad de gnero, inclusin social, inmigrantes y minoras, necesidades especiales, orientacin permanente, rendimiento en la educacin y formacin, trabajadores mayores, voluntariado. 5. DESARROLLAR LAS ESTRATEGIAS DE fORMACIN A LO LARGO DE LA VIDA Y PROMOCIONAR LA MOVILIDAD 5.1. Descripcin Hacer realidad el aprendizaje permanente y la movilidad es un objetivo estratgico de la cooperacin europea en materia de educacin y formacin despus de 2010 (Consejo Europeo, 2009b). La mayora de los pases han hecho avances en lo referente al diseo de estrategias para el aprendizaje permanente concertadas y globales. La cooperacin debera abordar el aprendizaje en todos los contextos formal, no formal e informal y en todos los niveles desde la educacin en la primera infancia y la escuela hasta la enseanza superior, la educacin y formacin profesional y el aprendizaje de adultos. El Comunicado de Brujas sobre una cooperacin europea reforzada en materia de formacin profesional insta a adoptar ms medidas para garantizar al mximo el acceso al aprendizaje permanente para que los ciudadanos tengan oportunidades para aprender en cualquier etapa de su vida creando itinerarios de educacin y formacin ms abiertos y flexibles (Comunicado de Brujas, 2010). El intercambio de informacin sobre iniciativas polticas puede impulsar reformas en los sistemas nacionales de educacin y formacin y, junto a otras actividades comunes de aprendizaje, progresar en el cumplimiento de los objetivos comunes y los criterios de referencia establecidos para el aprendizaje permanente. En este mbito, todava queda por implantar estrategias coherentes y globales, que integren la educacin, la enseanza superior, la educacin de adultos y la FP. Es fundamental adoptar un enfoque global que vincule el aprendizaje permanente y la FP con otros mbitos polticos, como la macroeconoma, las polticas de empleo, la competitividad econmica, la empresa, la investigacin e innovacin y las polticas sociales. La movilidad de los ciudadanos, especialmente en el marco de la educacin y formacin, contribuye a crear un sentimiento de pertenencia a Europa, desarrollando una conciencia europea y estimulando la

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ciudadana europea. Desde un punto de vista prctico, ofrece a los jvenes la oportunidad de mejorar sus capacidades personales y su empleabilidad, y a los profesores y formadores la posibilidad de ampliar su experiencia y mejorar sus capacidades. Por ltimo, en una economa internacional, la capacidad de actualizar competencias y de trabajar en un entorno multilinge es esencial para la competitividad de la economa europea. El programa para el aprendizaje permanente promueve los intercambios y contactos entre personas fsicas, centros y pases. La iniciativa Juventud en Movimiento (Consejo Europeo, 2010h) subraya el valor de la movilidad para el aprendizaje, y defiende que sus ventajas se pongan al alcance de todos los jvenes. En esta lnea, es interesante explorar enfoques innovadores sobre la manera de reforzar la movilidad en la FP, particularmente de los aprendices. La Carta de calidad de la movilidad europea 2006 (Parlamento Europeo y Consejo de la Unin Europea, 2006b) ofrece orientacin sobre los mecanismos de movilidad con fines educativos y de otro tipo, como la promocin profesional, tanto para jvenes como para adultos. A su vez el Libro Verde de la Comisin relativo al fomento de la movilidad en la formacin de los jvenes (Comisin Europea, 2009b) aborda cuestiones que engloban desde la preparacin hasta el seguimiento de un periodo de movilidad. Tambin considera las principales barreras y obstculos que frenan la movilidad y presenta sugerencias y ejemplos de buenas prcticas para superarlos. Para favorecer la movilidad de los ciudadanos europeos y promover sus cualificaciones y logros educativos, se han desarrollado o se estn desarrollando algunas herramientas, principios y marcos comunes a escala europea. Todos ellos tienen como fin reforzar la cooperacin europea y mejorar la transparencia, el reconocimiento y la garanta de la calidad en todos los sectores de la educacin y formacin. El Marco Europeo de Cualificaciones (MEC, 2011) es un marco de referencia europeo comn que enlaza las cualificaciones nacionales para que resulten ms inteligibles y comprensibles en los diferentes pases y sistemas. Sus dos objetivos principales son promover la movilidad transnacional de los ciudadanos y el aprendizaje permanente. El MEC tambin es un referente europeo comn para las organizaciones sectoriales internacionales que desean desarrollar sus propias cualificaciones en distintos pases Cada vez son ms los pases europeos que elaboran e implantan marcos nacionales de cualificaciones (MNC) estrechamente relacionados aunque no de forma exclusiva con el MEC. Un MNC es un instrumento que ayuda a mantener la coherencia en la elaboracin de polticas y en el aprendizaje permanente con el fin de mejorar el acceso, el progreso y el reconocimiento de los resultados del aprendizaje. Europass (2010) es una herramienta que permite que los conocimientos, capacidades y cualificaciones de los ciudadanos sean ms inteligibles, fomentando as la movilidad en Europa. Consta de cinco documentos: curriculum vitae, pasaporte de lenguas europeas, movilidad Europass, suplemento de certificado y suplemento de diploma. De acuerdo con el Comunicado de Brujas, se crear un pasaporte europeo de capacidades como parte integrante del Europass antes de 2012, con el fin de ayudar a los ciudadanos a demostrar las competencias adquiridas durante procesos de aprendizaje formal o no formal. La transparencia de las cualificaciones y el reconocimiento de los resultados del aprendizaje se apoyan tambin en otras herramientas que permiten a los alumnos transferir los crditos obtenidos en el curso de distintos perodos de aprendizaje tanto en sus pases de origen como en extranjero. Se trata del Sistema Europeo de Crditos para la Formacin Profesional (ECVET) (Parlamento Europeo y Consejo de la Unin Europea, 2009a) y el Sistema Europeo de Transferencia y Acumulacin de Crditos (ECTS) para la enseanza superior. En 2009, el Parlamento Europeo y el Consejo aprobaron una Recomendacin relativa a la creacin de un Sistema Europeo de Crditos para la Formacin Profesional (ECVET). El Marco de Referencia Europeo de Garanta de la Calidad en la Educacin y Formacin Profesionales (Parlamento Europeo y Consejo de la Unin Europea, 2009b) fue adoptado por el Parlamento Europeo y el Consejo en 2009 como instrumento de referencia para ayudar a las autoridades de los Estados miembros a promover y supervisar la mejora continua de sus sistemas nacionales de FP. La orientacin de alta calidad y los servicios de asesora apoyan el aprendizaje permanente de los ciudadanos, sus carreras profesionales y el logro de sus objetivos personales. La orientacin permanente contribuye a lograr los objetivos ms amplios de pleno empleo, un elevado nivel educativo y crecimiento econmico. En 2008, el Consejo de la Unin Europea aprob una resolucin titulada Incluir mejor la orientacin permanente en las estrategias permanentes de educacin y formacin permanente (Consejo Europeo, 2008d) que reforz el papel de la orientacin permanente en la educacin y formacin europeas y la elaboracin y aplicacin de las polticas de empleo. Aunque los Estados miembros han avanzado mucho en sus estrategias de aprendizaje permanente, existen graves desigualdades en la participacin de los adultos en el aprendizaje (Consejo Europeo, 2008a).

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Uno de los grandes retos que se plantean para el 2020 es aumentar las oportunidades de aprendizaje por parte de las personas adultas de baja cualificacin profesional y, en particular, de los trabajadores ms mayores. El Parlamento Europeo design 2012 como Ao Europeo del Envejecimiento Activo y de la Solidaridad Intergeneracional con el fin de crear mejores oportunidades de empleo y condiciones laborales para el creciente nmero de personas mayores de Europa. Los Estados miembros deben implantar sistemas de aprendizaje para adultos eficaces que proporcionen a las personas adultas competencias clave y mayor acceso al mercado laboral. Las visitas de estudio presentarn desarrollos relacionados con: (a) reformas en materia de educacin y formacin, medidas polticas para la aplicacin de estrategias integrales de aprendizaje permanente; (b) iniciativas polticas para aumentar la participacin de los adultos en actividades de aprendizaje permanente; (c) implantacin de itinerarios flexibles de aprendizaje y transicin entre distintas secciones de los sistemas nacionales. (d) iniciativas y proyectos sobre la movilidad en el aprendizaje en distintos contextos de aprendizaje; (e) actividades y proyectos que promuevan un acceso ms generalizado a la movilidad de las personas; (f) creacin e implantacin de marcos de cualificaciones con referencia al MEC. (g) reconocimiento de los conocimientos y competencias que adquieren las personas fuera de los sistemas de educacin formal, como por ejemplo en el trabajo, en actividades de voluntariado o en su vida familiar. 5.2. Lista de temas para las visitas de estudio Marcos nacionales y sectoriales de cualificaciones vinculados al MEC Herramientas para promover la transparencia de las cualificaciones y la movilidad de los ciudadanos Validacin del aprendizaje no formal e informal Reformas de los sistemas nacionales de educacin y formacin Establecimiento de vnculos entre la FP y la enseanza superior Implantacin de itinerarios flexibles de aprendizaje Aumento de la participacin de los adultos en la educacin y formacin Orientacin permanente para la educacin, la formacin y el trabajo Movilidad en el aprendizaje en el mbito de la educacin y la formacin 5.3. Palabras clave Aprendizaje de adultos, Europass, grupos desfavorecidos, inmigrantes y minoras, interlocutores sociales, Marco Europeo de Cualificaciones (MEC), Marcos Nacionales de Cualificaciones, movilidad de alumnos, movilidad de profesores y formadores, movilidad de trabajadores, necesidades de cualificaciones, orientacin permanente, programa de aprendizaje permanente, resultados del aprendizaje, Sistema Europeo de Crditos para la Formacin Profesional (ECVET), Sistema Europeo de Transferencia de Crditos (ECTS), trabajadores mayores, trabajadores poco cualificados, transparencia de las cualificaciones, validacin del aprendizaje formal, no formal e informal.

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fUENTES SELECCIONADAS SOBRE POLTICAS DE LA UE Comunicado de Burdeos (2008). The Bordeaux Communiqu on enhanced European cooperation in vocational education and training [Comunicado de Burdeos sobre una cooperacin europea reforzada en materia de educacin y formacin profesionales]. Bruselas: Comisin Europea. Disponible en Internet: [Link] [citado el 28.7.2011] Comunicado de Brujas (2010). Comunicado de Brujas sobre una cooperacin europea reforzada en materia de educacin y formacin profesionales para el periodo 2011-2020. Bruselas: Comisin Europea. Disponible en Internet: [Link] [citado el 28.7.2011] Agencia Ejecutiva en el mbito Educativo, Audiovisual y Cultural - Eurydice (2009). La integracin escolar del alumnado inmigrante en Europa. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] reports/[Link] [citado el 28.7.2011] Cedefop (2008a). Career development at work: A review of career guidance to support people in employment [Desarrollo profesional en el trabajo: anlisis de la orientacin profesional de las personas empleadas]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] [citado el 28.7.2011] Cedefop (2008b). Establishing and developing national lifelong guidance policy forums: A manual for policy-makers and stakeholders [Creacin y desarrollo de foros nacionales sobre polticas de orientacin permanente: manual para responsables polticos y partes interesadas]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas (Cedefop Panorama Series, 153). Disponible en Internet: [Link] [citado el 28.7.2011] Cedefop (2008c). From policy to practice: a systemic change to lifelong guidance in Europe [De la poltica a la prctica: un cambio sistmico de la orientacin permanente en Europa]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas (Cedefop Panorama Series, 149). Disponible en Internet: [Link] [citado el 28.7.2011] Cedefop (2009a). European guidelines for validating non-formal and informal learning [Orientaciones europeas para validar el aprendizaje no formal e informal]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] Bookshop/publication_details.asp?pub_id=553 [citado el 28.7.2011] Cedefop (2009b). Futura oferta de cualificaciones in Europa: Previsiones a medio plazo hasta 2020, principales resultados. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] [citado el 28.7.2011] Cedefop (2009c). The shift to learning outcomes. Policies and practices in Europe [El cambio a los resultados del aprendizaje. Polticas y prcticas en Europa]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] Bookshop/publication_details.asp?pub_id=525 [citado el 28.7.2011] Cedefop (2010a). Mejorar las competencias renovando la enseanza y la direccin de centros docentes: Resultados de las visitas de estudio 2008/09. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] [citado el 28.7.2011] Cedefop (2010b). Learning outcomes approaches in VET curricula: A comparative analysis of nine European countries [Enfoques hacia los resultados del aprendizaje en los programas de estudios de EFP: anlisis comparativo de nueve pases europeos]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] [citado el 28.7.2011]

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Cedefop (2010c). Skillsnet: Red para la identificacin anticipada de las necesidades en materia de cualificaciones [online]. Disponible en Internet: [Link] skillsnet/[Link] [citado el 28.7.2011] Cedefop (2011a) Learning while working: success stories on workplace learning in Europe [Aprendizaje en el trabajo buenas experiencias de aprendizaje en el trabajo en Europa]. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. Disponible en Internet: [Link] eu/EN/Files/3060_en.pdf [citado el 28.7.2011]. Cedefop (2011b). Cul es el futuro de las cualificaciones en el mercado laboral europeo? (Nota informativa, febrero de 2011) Tesalnica: Cedefop. Disponible en Internet: [Link] Files/9059_es.pdf [citado el 28.7.2011] Comisin Europea (2009a). Comunicacin de la Comisin al Parlamento Europeo, al Consejo, al Comit Econmico y Social Europeo y al Comit de las Regiones - Un compromiso compartido en favor del empleo. (Documentos COM (2009) 257 final, 3.6.2009). Disponible en Internet: [Link] LexUriServ/[Link]?uri=CELEX:52009DC0257:ES:HTML [citado el 28.7.2011] Comisin Europea (2009b). Libro verde: Fomentar la movilidad en la formacin de los jvenes (Documentos COM (2009), 329 final, 8.7.2009). Disponible en Internet: [Link] do?uri=COM:2009:0329:FIN:Es:PDF [citado el 28.7.2011] Comisin Europea (2010a). Un nuevo impulso a la cooperacin en educacin y formacin profesional para apoyar la Estrategia Europa 2020 (Documentos COM (2010) 296 final, 9.6.2010). Disponible en Internet: [Link] [citado el 28.7.2011] Comisin Europea (2010b). European Cooperation: main policy initiatives [Cooperacin europea: principales iniciativas polticas] [online]. Disponible en Internet: [Link] doc36_en.htm [citado el 28.7.2011] Comisin Europea (2010c). European Network for Quality Assurance in Vocational Education and Training EQAVET [Red europea de garanta de calidad en la educacin y formacin profesionales, EQAVET] [online]. Disponible en Internet: [Link] Comisin Europea (2010e). Ao Europeo para las Actividades de Voluntariado que promueven la Ciudadana Activa [online]. Disponible en Internet: [Link] lifelong_learning/ef0019_es.htm [citado el 28.7.2011] Comisin Europea (2010f). Mobility and lifelong learning instruments [Instrumentos para la movilidad y el aprendizaje permanente] [online]. Disponible en Internet: [Link] [citado el 28.7.2011] European Commission (2010g). Progress towards the Lisbon objectives in education and training: indicators and benchmarks (2009) [Avances en el cumplimiento de los objetivos de educacin y formacin de Lisboa: indicadores y referencias (2009)]. (Documento de trabajo de los servicios de la Comisin; SEC(2009)1616). Disponible en Internet: [Link] [citado el 28.7.2011] Comisin Europea (2010h). Small and medium-sized enterprises (SMEs) Improving the business environment: starting, running and growing a business [La pequea y mediana empresa. Mejorar el entorno empresarial: iniciar, dirigir y hacer crecer un negocio] [online]. Disponible en Internet: [Link] entrepreneurship/support_measures/[Link] [citado el 28.7.2011] Comisin Europea (2010i). Strategic framework for education and training [Marco estratgico para la educacin y la formacin] [online]. Disponible en Internet [Link] [citado el 28.7.2011]

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Comisin Europea (2010j). The European framework for key competences [Marco europeo para las competencias clave] [online]. Disponible en Internet: [Link] doc42_en.htm [citado el 28.7.2011] Comisin Europea (2010k). The lifelong Learning Programme (2007-13)[Programa de aprendizaje permanente (2007-2013)] [online]. Disponible en Internet: [Link] doc78_en.htm [citado el 28.7.2011] Comisin Europea (2010 l). Desarrollo de programas de iniciacin coherentes y sistmicos para profesores principiantes: Manual para los responsables polticos (SEC (2010) 538 final). Disponible en Internet: http:// [Link]/education/school-education/doc/handbook0410_es.pdf [citado el 28.7.2011] Consejo Europeo (2008a). Conclusiones del Consejo de 22 de mayo de 2008 sobre el aprendizaje de adultos. Diario Oficial de la Unin Europea, C 140, 6.6.2009, pp. 10-13. Disponible en Internet: [Link] eu/LexUriServ/[Link]?uri=OJ:C:2008:140:0010:0013:ES:PDF [citado el 28.7.2011] Consejo Europeo (2008c). Conclusiones del Consejo y de los Representantes de los Gobiernos de los Estados miembros reunidos en el seno del Consejo, de 21 de noviembre de 2008 Preparar a los jvenes para el siglo XXI: agenda para la cooperacin europea en las escuelas. Diario Oficial de la Unin Europea, C 319, 13.12.2008, pp. 20-22. Disponible en Internet: [Link] uri=OJ:C:2008:319:0020:0022:ES:PDF [citado el 28.7.2011] Consejo Europeo (2008d). Proyecto de Resolucin del Consejo y de los Representantes de los Gobiernos de los Estados miembros, reunidos en Consejo, de 21 de noviembre de 2008, titulada Incluir mejor la orientacin permanente en las estrategias permanentes de educacin y formacin permanente. Diario Oficial de la Unin Europea, C 319, 13.12.2008, pp. 4-7. Disponible en Internet: [Link] LexUriServ/[Link]?uri=OJ:C:2008:319:0004:0007:Es:PDF [citado el 28.7.2011] Consejo Europeo (2009a). Conclusiones del Consejo y los Representantes de los Gobiernos de los Estados miembros, reunin en el Consejo, de 12 de mayo de 2009, sobre la Mejora de las asociaciones entre los centros de educacin y formacin y los interlocutores sociales, incluidos los empleadores, en el contexto de la formacin permanente. Disponible en Internet: [Link] [Link] [citado el 28.7.2011] Consejo Europeo (2009b). Conclusiones del Consejo de 12 de mayo de 2009 sobre un marco estratgico para la cooperacin europea en el mbito de la educacin y la formacin (ET 2020). Diario Oficial de la Unin Europea, C 119, 28.5.2009, pp. 2-19. Disponible en Internet: [Link] [Link]?uri=OJ:C:2009:119:0002:0010:es:PDF [citado el 28.7.2011] Consejo Europeo (2009c). Conclusiones del Consejo de 26 de noviembre de 2009 sobre el desarrollo profesional de profesores y directores de centros docentes. Diario Oficial de la Unin Europea, C 302, 12.12.2009, pp. 6-9. Disponible en Internet: [Link] [Link]S:PDF [citado el 28.7.2011] Consejo Europeo (2009d). Eight key points for the recovery of Europe from the perspective of ministers responsible for education [Ocho puntos clave para la recuperacin de europa desde la perspectiva de los Ministros de Educacin]. Reunin informal de los ministros de Educacin, marzo de 2009. Disponible en Internet (en ingls): [Link] id=24148&down=yes [citado el 28.7.2011] Consejo Europeo (2010a). Conclusiones del Consejo de 11 de mayo de 2010 sobre la dimensin social de la educacin y la formacin. Diario Oficial de la Unin Europea, C 135, 26.05.2010, pp. 2-7. Disponible en Internet: [Link] [citado el 28.7.2011] Consejo Europeo (2010b). Conclusiones del Consejo de 11 de mayo de 2010 sobre las competencias que sirven de base al aprendizaje permanente y la iniciativa Nuevas capacidades para nuevos empleos. Diario Oficial de la Unin Europea, C 135, 26.5.2010, pp. 8-11. Disponible en Internet: [Link] eu/LexUriServ/[Link]?uri=COM:2008:0868:FIN:ES:PDF [citado el 28.7.2011]

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Consejo Europeo (2010c). Conclusiones del Consejo Europeo 17 Junio 2010: Una nueva estrategia europea para el empleo y el crecimiento [online]. Disponible en Internet: [Link] cms_data/docs/pressdata/es/ec/[Link] [citado el 28.7.2011] Consejo Europeo (2010d). Conclusiones del Consejo sobre nuevas capacidades para nuevos empleos: el camino a seguir [online]. Disponible en Internet: [Link] [Link] [citado el 28.7.2011] Consejo Europeo (2010e). Informe conjunto de 2010 del Consejo y de la Comisin sobre la puesta en prctica del programa de trabajo Educacin y formacin 2010. Diario Oficial de la Unin Europea, C 117, 6.5.2010, pp. 1-7. Disponible en Internet: [Link] [Link]S:PDF [citado el 28.7.2011] Consejo Europeo (2010f). Proyecto de conclusiones del Consejo sobre las prioridades de una cooperacin europea reforzada en materia de educacin y formacin profesionales para el perodo 2011-2020. Disponible en Internet: [Link] [Link] [citado el 29.7.2011] Consejo Europeo (2010g). Conclusiones del Consejo de 19 de noviembre de 2010 sobre la educacin para el desarrollo sostenible. Diario Oficial de la Unin Europea, C 327, 4.12.2010, pp. 11-14. Disponible en Internet: [Link] [citado el 29.7.2011] Consejo Europeo (2010h). Conclusiones del Consejo de 19 de noviembre de 2010 sobre la iniciativa Juventud en movimiento un enfoque integrado como respuesta a los desafos con los que se enfrentan los jvenes. Diario Oficial de la Unin Europea, C 326, 3.12.2010, pp. 9-11. Disponible en Internet: http:// [Link]/LexUriServ/[Link]?uri=OJ:C:2010:326:0009:0011:ES:PDF [citado el 29.7.2011] Consejo Europeo (2011a) Recomendacin del Consejo relativa a las polticas para reducir el abandono escolar prematuro. Disponible en Internet: [Link] [citado el 29.7.2011]. Consejo Europeo (2011b). Conclusiones del Consejo sobre el papel de la educacin y de la formacin en la aplicacin de la Estrategia Europa 2020. Diario Oficial de la Unin Europea, C 70, 4.03.2011, pp. 1-3. Disponible en Internet: [Link] ES:PDF [citado el 29.7.2011] Europass (2010). Sitio web de Europass. Tesalnica: Cedefop. Disponible en Internet: [Link] [Link]/ [citado el 29.7.2011] Marco Europeo de Cualificaciones (2011). Sitio web del MEC. Bruselas: Comisin Europea. Disponible en Internet: [Link] [citado el 29.7.2011] OCDE (2010). Programa para la evaluacin internacional de alumnos (PISA) [online]. Disponible en Internet: [Link] [citado el 29.7.2011] Parlamento Europeo y Consejo de la Unin Europea (2006a). Recomendacin del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente. Diario Oficial de la Unin Europea, L 394, 30.12.2006, pp. 10-18. Disponible en Internet: [Link] LexUriServ/[Link]?uri=OJ:L:2006:394:0010:0018:ES:PDF [citado el 29.7.2011] Parlamento Europeo y Consejo de la Unin Europea (2006b). Recomendacin del Parlamento Europeo y del Consejo de 18 de Diciembre de 2006 relativa a la movilidad transnacional en la Comunidad a efectos de educacin y formacin: Carta Europea de Calidad para la Movilidad. Diario Oficial de la Unin Europea, L 394, 30.12.2006, pp. 5-9. Disponible en Internet: [Link] uri=OJ:L:2006:394:0005:0009:ES:PDF [citado el 29.7.2011]

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Parlamento Europeo y Consejo de la Unin Europea (2008a). Recomendacin del Parlamento Europeo y del Consejo de 23 de abril de 2008 relativa a la creacin del Marco Europeo de Cualificaciones para el aprendizaje permanente. Diario Oficial de la Unin Europea, C111, 6.5.2008, pp. 1-7. Disponible en Internet: [Link] [citado el 29.7.2011] Parlamento Europeo y Consejo de la Unin Europea (2009a). Recomendacin del Parlamento Europeo y del Consejo de 18 de junio de 2009 relativa a la creacin del Sistema Europeo de Crditos para la Educacin y Formacin Profesionales (ECVET). Diario Oficial de la Unin Europea, C 155, 8.7.2009, pp. 11-18., Disponible en Internet: [Link] :Es:PDF [citado el 29.7.2011] Parlamento Europeo y Consejo de la Unin Europea (2009b). Recomendacin del Parlamento Europeo y del Consejo de 18 de junio de 2009 sobre el establecimiento de un Marco de Referencia Europeo de Garanta de la Calidad en la Educacin y Formacin Profesionales. Diario Oficial de la Unin Europea, C 155, 8.7.2009, pp. 1-10. Disponible en Internet: [Link] [Link]s:PDF [citado el 29.7.2011] Presidencia sueca de la Unin Europea (2009). Professional teachers - The key to successful schools: memorandum [Profesores profesionales, la clave para el xito de las escuelas: memorando]. U.S. Department of Education (2010). The Progress in International Reading Literacy Study (PIRLS) [Estudio internacional de progreso en comprensin lectora] [online]. Disponible en Internet: [Link] Surveys/PIRLS [citado el 29.7.2011] U.S. Department of Education (2010). The Trends in International Mathematics and Science Study (TIMSS) [Estudio internacional de tendencias en matemticas y ciencias] [online]. Disponible en Internet: http:// [Link]/timss/ [citado el 29.7.2011]

Study visits catalogue

2012/13

Luxembourg: Publications Office of the European Union 2012 VI, 353 pp. 20.5 x 28.5 cm ISBN 978-92-896-0919-7 ISSN 1831-4171 doi: 10.2801/81033 Cat. no: TI-AJ-12-001-EN-C Free of charge On request from Cedefop No of publication: 4110

4110 - TI-AJ-12-001-EN-C

STUDYVISITS CATALOGUE 2012/13

The study visits programme for education and vocational training specialists and decision makers, part of the lifelong learning programme (2007-13), is an initiative of the European Commissions Directorate-General for Education and Culture. Cedefop coordinates the programme at the European level, whereas the national agencies implement the programme in the participating countries. Le programme de visites dtude pour spcialistes et dcideurs de lducation et de la formation professionnelle, qui fait partie du programme pour lducation et la formation tout au long de la vie (2007-2013), est une initiative de la direction gnrale ducation et culture de la Commission europenne. Le Cedefop est charg de coordonner le programme au niveau europen, tandis que les agences nationales sont charges de sa mise en uvre dans les pays participants. Das Studienbesuchsprogramm fr Bildungs- und Berufsbildungsfachleute und Entscheidungstrger ist Teil des Programms fr lebenslanges Lernen (2007-13) und eine Initiative der Generaldirektion Bildung und Kultur der Europischen Kommission. Das Cedefop koordiniert das Programm auf europischer Ebene, whrend die ationalen Agenturen fr die Durchfhrung des Programms in den teilnehmenden Lndern zustndig sind. El programa de Visitas de estudio para especialistas y responsables de toma de decisiones en educacin y formacin profesional, que forma parte del Programa de aprendizaje permanente (2007-13), es una iniciativa de la Direccin General de Educacin y Cultura de la Comisin Europea. El Cedefop coordina dicho programa a escala europea, encargndose las agencias nacionales de aplicarlo en los Estados participantes.